THE GODFATHER

TERM ONE
SAMPLE BASIC FIVE
ANNUAL SCHEME OF LEARNING
TERMLY SCHEME OF LEARNING
WEEK 1 - 12

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NANA FIIFI ACQUAH

TERM ONE
BASIC FIVE
ANNUAL SCHEME OF LEARNING
TERMLY SCHEME OF LEARNING
WEEK 1 - 12
NANA FIIFI ACQUAH
GENERAL INFORMATION

Name of school………………………………………………………………………………………………….

District ………………………………………………………………………………………………………………

Management Unit………………………………………………………………………………………………

Name of Class Teacher ………………………………………………………………………………………

Class Teachers Reg. No………………………………………………………………………………………

Class …………………………………………………………………………………………………………………

Boys ……………………………………………………………………………………………………………………

Girls……………………………………………………………………………………………………………………

Average age of pupils…………………………………………………………………………………………..

NANA FIIFI ACQUAH
YEARLY SCHEME OF LEARNING
ENGLISH LANGUAGE

WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 PHONICS PHONICS VOCABULARY
NOUNS NOUNS NOUNS
PENMANSHIP AND PENMANSHIP AND PARAGRAPH DEVELOPMENT
HANDWRITING HANDWRITING
USING CAPITALISATION USING CAPITALISATION NAMING WORDS/NOUNS
BUILDING THE LOVE AND BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING CULTURE OF READING
2 SONGS SONGS POEMS
POEMS
PHONICS WORD FAMILIES: MINIMAL PAIRS VOCABULARY
AND COMMON DIGRAPHS
NOUNS NOUNS NOUNS
PARAGRAPH DEVELOPMENT PENMANSHIP AND PARAGRAPH DEVELOPMENT
HANDWRITING
USING CAPITALISATION USING CAPITALISATION NAMING WORDS/NOUNS
BUILDING THE LOVE AND BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING CULTURE OF READING
3 STORY TELLING POEMS DRAMATIZATION AND ROLE
PLAY
WORD FAMILIES WORD FAMILIES: MINIMAL PAIRS COMPREHENSION
AND COMMON DIGRAPHS
NOUNS DETERMINERS DETERMINERS
PARAGRAPH DEVELOPMENT PARAGRAPH DEVELOPMENT WRITING AS A PROCESS
USING PUNCTUATION NAMING WORDS/NOUNS USING ACTION WORDS
BUILDING THE LOVE AND BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING CULTURE OF READING
NANA FIIFI ACQUAH
4 DRAMATIZATION AND ROLE STORY TELLING CONVERSATION
PLAY
DIPHTHONGS BLENDS AND CONSONANT COMPREHENSION
CLUSTERS
DETERMINERS DETERMINERS DETERMINERS
PARAGRAPH DEVELOPMENT PARAGRAPH DEVELOPMENT WRITING AS A PROCESS
USING PUNCTUATION NAMING WORDS/NOUNS USING ACTION WORDS
BUILDING THE LOVE AND BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING CULTURE OF READING
5 DRAMATIZATION AND ROLE PLAY CONVERSATION
DRAMATIZATION AND ROLE BLENDS AND CONSONANT SILENT READING
PLAY CLUSTERS
BLENDS AND CONSONANT VERBS VERBS
CLUSTERS
DETERMINERS WRITING AS A PROCESS PERSUASIVE/ARGUMENTATIVE
WRITING
WRITING AS A PROCESS USING ACTION WORDS USING CONJUNCTIONS
NAMING WORDS/NOUNS BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING
6 BUILDING THE LOVE AND CONVERSATION - TALKING LISTENING COMPREHENSION
CULTURE OF READING ABOUT ONESELF, FAMILY,
PEOPLE, CUSTOMS,
SOCIAL/CULTURAL VALUES AND
MANNERS
CONVERSATION VOCABULARY FLUENCY
VOCABULARY VERBS VERBS
DETERMINERS WRITING AS A PROCESS PERSUASIVE/ARGUMENTATIVE
WRITING
WRITING AS A PROCESS USING ACTION WORDS USING CONJUNCTIONS
NAMING WORDS/NOUNS BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING
NANA FIIFI ACQUAH
7 BUILDING THE LOVE AND LISTENING COMPREHENSION PRESENTATION
CULTURE OF READING
LISTENING VOCABULARY FLUENCY
COMPREHENSION
VOCABULARY VERBS CONJUNCTIONS
PRONOUNS CREATIVE/ FREE WRITING INFORMATIVE/EXPOSITORY
WRITING
NARRATIVE WRITING USING QUALIFYING WORDS- USING SIMPLE, COMPOUND
ADJECTIVES AND COMPLEX SENTENCES
NAMING WORDS/NOUNS BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING
8 BUILDING THE LOVE AND ASKING AND ANSWERING PRESENTATION
CULTURE OF READING QUESTIONS/ QUESTION TAGS
LISTENING COMPREHENSION SUMMARISING
COMPREHENSION
VOCABULARY VERBS CONJUNCTIONS
PRONOUNS CREATIVE/ FREE WRITING INFORMATIVE/EXPOSITORY
WRITING
NARRATIVE WRITING USING QUALIFYING WORDS- USING SIMPLE, COMPOUND
ADJECTIVES AND COMPLEX SENTENCES
NAMING WORDS/NOUNS BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING
9 BUILDING THE LOVE AND GIVING AND FOLLOWING PRESENTATION
CULTURE OF READING COMMANDS/
INSTRUCTIONS/DIRECTIONS AND
MAKING AND RESPONDING TO
REQUESTS
ASKING AND ANSWERING COMPREHENSION SUMMARISING
QUESTIONS
LISTENING ADVERBS MODALS
COMPREHENSION
NANA FIIFI ACQUAH
ADJECTIVES PERSUASIVE/ARGUMENTATIVE LETTER WRITING
WRITING
CREATIVE/ FREE WRITING USING ADVERBS USING SIMPLE, COMPOUND
AND COMPLEX SENTENCES
USING ACTION WORDS BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING
10 BUILDING THE LOVE AND PRESENTATION PRESENTATION
CULTURE OF READING
GIVING AND FOLLOWING COMPREHENSION SUMMARISING
COMMANDS
LISTENING ADVERBS MODALS
COMPREHENSION
VERBS PERSUASIVE/ARGUMENTATIVE LETTER WRITING
WRITING
CREATIVE/ FREE WRITING USING ADVERBS USING SIMPLE, COMPOUND
AND COMPLEX SENTENCES
USING ACTION WORDS BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING
11 BUILDING THE LOVE AND PRESENTATION PRESENTATION
CULTURE OF READING
PRESENTATION SILENT READING SUMMARISING
LISTENING IDIOMATIC EXPRESSIONS PREPOSITIONS
COMPREHENSION
VERBS PERSUASIVE/ARGUMENTATIVE LETTER WRITING
WRITING
DESCRIPTIVE WRITING USING SIMPLE PREPOSITIONS SPELLING

USING ACTION WORDS BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING
12 BUILDING THE LOVE AND PRESENTATION PRESENTATION
CULTURE OF READING
NANA FIIFI ACQUAH
PRESENTATION SILENT READING SUMMARISING
LISTENING IDIOMATIC EXPRESSIONS PREPOSITIONS
COMPREHENSION
VERBS PERSUASIVE/ARGUMENTATIVE LETTER WRITING
WRITING
DESCRIPTIVE WRITING USING SIMPLE PREPOSITIONS SPELLING

USING ACTION WORDS BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH
YEARLY SCHEME OF LEARNING
SCIENCE
WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 LIVING AND NON-LIVING LIVING AND NON-LIVING MATERIALS
THINGS THINGS
2 LIVING AND NON-LIVING LIVING AND NON-LIVING EARTH SCIENCE
THINGS THINGS
3 MATERIALS MATERIALS EARTH SCIENCE
4 EARTH SCIENCE EARTH SCIENCE SOURCES AND FORMS OF
ENERGY
5 EARTH SCIENCE EARTH SCIENCE PERSONAL HYGIENE AND
SANITATION
6 EARTH SCIENCE LIFE CYCLES OF ORGANISMS PERSONAL HYGIENE AND
SANITATION
7 LIFE CYCLES OF ORGANISMS SOURCES AND FORMS OF DISEASES
ENERGY
8 THE HUMAN BODY SYSTEMS SOURCES AND FORMS OF DISEASES
ENERGY
9 THE SOLAR SYSTEM ELECTRICITY AND ELECTRONICS SCIENCE AND INDUSTRY
10 ECOSYSTEM FORCES AND MOVEMENT CLIMATE CHANGE
11 SOURCES AND FORMS OF PERSONAL HYGIENE AND CLIMATE CHANGE
ENERGY SANITATION
12 SOURCES AND FORMS OF PERSONAL HYGIENE AND CLIMATE CHANGE
ENERGY SANITATION

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH
YEARLY SCHEME OF LEARNING
OWOP
WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 NATURE OF GOD MY FAMILY AND THE MY FAMILY AND THE
COMMUNITY COMMUNITY
2 NATURE OF GOD MY FAMILY AND THE MY FAMILY AND THE
COMMUNITY COMMUNITY
3 MYSELF THE ENVIRONMENT AND THE THE ENVIRONMENT AND THE
WEATHER WEATHER
4 MY FAMILY AND THE FESTIVALS BEING A CITIZEN
COMMUNITY
5 HOME AND SCHOOL BASIC HUMAN RIGHTS BEING A CITIZEN
6 THE ENVIRONMENT AND THE BEING A LEADER AUTHORITY AND POWER
WEATHER
7 PLANTS AND ANIMALS BEING A CITIZEN FARMING IN GHANA
8 MAP MAKING AND LAND BEING A CITIZEN OUR NEIGHBOURING
MARKS COUNTRIES
9 POPULATION AND AUTHORITY AND POWER OUR NEIGHBOURING
SETTLEMENT COUNTRIES
10 WORSHIP AUTHORITY AND POWER OUR NEIGHBOURING
COUNTRIES
11 WORSHIP RESPONSIBLE USE OF OUR NEIGHBOURING
RESOURCES COUNTRIES
12 WORSHIP RESPONSIBLE USE OF OUR NEIGHBOURING
RESOURCES COUNTRIES

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH
YEARLY SCHEME OF LEARNING
COMPUTING

WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 GENERATION OF GENERATION OF COMPUTERS GENERATION OF
COMPUTERS AND PARTS OF A AND PARTS OF A COMPUTER COMPUTERS AND PARTS OF A
COMPUTER AND OTHER AND OTHER GADGETS COMPUTER AND OTHER
GADGETS GADGETS
2 INTRODUCTION TO MS- INTRODUCTION TO MS- INTRODUCTION TO MS-
WINDOWS INTERFACE WINDOWS INTERFACE WINDOWS INTERFACE
(DESKTOP BACKGROUND AND (DESKTOP BACKGROUND AND (DESKTOP BACKGROUND AND
LOCATIONS OF THE LOCATIONS OF THE LOCATIONS OF THE
COMPUTER.) COMPUTER.) COMPUTER.)
3 DATA, SOURCES AND USAGE DATA, SOURCES AND USAGE DATA, SOURCES AND USAGE
4 TECHNOLOGY IN THE TECHNOLOGY IN THE TECHNOLOGY IN THE
COMMUNITY COMMUNITY COMMUNITY
(COMMUNICATION) (COMMUNICATION) (COMMUNICATION)

INTRODUCTION TO MS-
POWERPOINT (TABS AND
RIBBONS OF MS-POWERPOINT)

INTRODUCTION TO WORD
PROCESSING (TABS AND
RIBBONS OF WORD
PROCESSING)
5 INTRODUCTION TO MS- INTRODUCTION TO INTRODUCTION TO
POWERPOINT (TABS AND DATABASES, ALGORITHM AND DATABASES, ALGORITHM AND
RIBBONS OF MS-POWERPOINT) PROGRAMMING PROGRAMMING.
NANA FIIFI ACQUAH
INTRODUCTION TO WORD
PROCESSING (TABS AND
RIBBONS OF WORD
PROCESSING)
6 INTRODUCTION TO INTRODUCTION TO INTRODUCTION TO
DATABASES, ALGORITHM AND ELECTRONIC ELECTRONIC SPREADSHEET
PROGRAMMING. SPREADSHEET(TABS AND
RIBBONS MANIPULATION) NETWORK OVERVIEW

NETWORK OVERVIEW
7 INTRODUCTION TO WEB BROWSERS AND WEB WEB BROWSERS AND WEB
ELECTRONIC SPREADSHEET PAGES PAGES

NETWORK OVERVIEW
8 WEB BROWSERS AND WEB SURFING THE WORLD WIDE SURFING THE WORLD WIDE
PAGES WEB WEB

FAVOURITE PLACES AND FAVOURITE PLACES AND

SEARCH ENGINE SEARCH ENGINE

USING ONLINE FORMS USING ONLINE FORMS

9 SURFING THE WORLD WIDE CUSTOMIZING YOUR BROWSER CUSTOMISING YOUR BROWSER
WEB
10 FAVOURITE PLACES AND ELECTRONIC EMAIL ELECTRONIC EMAIL
SEARCH ENGINE

INTERNET OF THINGS (IOT)

USING ONLINE FORMS
11 CUSTOMISING YOUR BROWSER INTERNET OF THINGS (IOT) DIGITAL LITERACY
12 ELECTRONIC EMAIL DIGITAL LITERACY HEALTH AND SAFETY IN USING
ICT TOOLS

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH
YEARLY SCHEME OF LEARNING
MATHS
WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 COUNTING, REPRESENTATION FRACTIONS ALGEBRAIC EXPRESSIONS
& CARDINALITY
2 COUNTING, REPRESENTATION FRACTIONS LINES AND SHAPES.
& CARDINALITY MEASUREMENT -PERIMETER, AREA,
CAPACITY/VOLUME AND ANGLE
3 COUNTING, REPRESENTATION FRACTIONS MEASUREMENT
& CARDINALITY
4 COUNTING, REPRESENTATION FRACTIONS MEASUREMENT
& CARDINALITY
5 COUNTING, REPRESENTATION FRACTIONS MEASUREMENT - ANGLES
& CARDINALITY
6 COUNTING, REPRESENTATION FRACTIONS GEOMETRIC REASONING
& CARDINALITY
7 COUNTING, REPRESENTATION PATTERNS AND INTERPRETATION AND ANALYSIS
& CARDINALITY RELATIONSHIPS DATA COLLECTION, ORGANISATION,
PRESENTATION,
8 COUNTING, REPRESENTATION PATTERNS AND INTERPRETATION AND ANALYSIS
& CARDINALITY RELATIONSHIPS DATA COLLECTION, ORGANISATION,
PRESENTATION,
9 COUNTING, REPRESENTATION PATTERNS AND CHANCE (PROBABILITY)
& CARDINALITY RELATIONSHIPS
10 COUNTING, REPRESENTATION PATTERNS AND CHANCE (PROBABILITY)
& CARDINALITY RELATIONSHIPS
11 FRACTIONS ALGEBRAIC EXPRESSIONS CHANCE (PROBABILITY)
12 FRACTIONS ALGEBRAIC EXPRESSIONS CHANCE (PROBABILITY)

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH
YEARLY SCHEME OF LEARNING
RME
WEEK TERM 1 (SUB TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
STRANDS)
1 GOD THE RELIGIOUS WORSHIP IN THE THREE THE FAMILY AND COMMITMENT
CREATOR MAJOR RELIGIONS IN GHANA
2 GOD THE RELIGIOUS WORSHIP IN THE THREE THE FAMILY AND COMMITMENT
CREATOR MAJOR RELIGIONS IN GHANA
3 GOD THE RELIGIOUS WORSHIP IN THE THREE THE FAMILY AND COMMITMENT
CREATOR MAJOR RELIGIONS IN GHANA
4 GOD THE RELIGIOUS WORSHIP IN THE THREE THE FAMILY AND COMMITMENT
CREATOR MAJOR RELIGIONS IN GHANA
5 GOD THE RELIGIOUS FESTIVALS IN THE THREE AUTHORITY AND OBEDIENCE
CREATOR MAJOR RELIGIONS IN GHANA
6 GOD THE RELIGIOUS FESTIVALS IN THE THREE AUTHORITY AND OBEDIENCE
CREATOR MAJOR RELIGIONS IN GHANA
7 THE MINISTRY OF THE LEADERS OF THE AUTHORITY AND OBEDIENCE
ENVIRONMENT THREE MAJOR RELIGIONS IN GHANA
8 THE MINISTRY OF THE LEADERS OF THE AUTHORITY AND OBEDIENCE
ENVIRONMENT THREE MAJOR RELIGIONS IN GHANA
9 THE MINISTRY OF THE LEADERS OF THE ROLES, RELATIONSHIPS IN THE FAMILY
ENVIRONMENT THREE MAJOR RELIGIONS IN GHANA AND CHARACTER FORMATION
10 THE MINISTRY OF THE LEADERS OF THE ROLES, RELATIONSHIPS IN THE FAMILY
ENVIRONMENT THREE MAJOR RELIGIONS IN GHANA AND CHARACTER FORMATION
11 THE MINISTRY OF THE LEADERS OF THE ROLES, RELATIONSHIPS IN THE FAMILY
ENVIRONMENT THREE MAJOR RELIGIONS IN GHANA AND CHARACTER FORMATION
12 THE MINISTRY OF THE LEADERS OF THE ROLES, RELATIONSHIPS IN THE FAMILY
ENVIRONMENT THREE MAJOR RELIGIONS IN GHANA AND CHARACTER FORMATION

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH
YEARLY SCHEME OF LEARNING
HISTORY

WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 THE PEOPLE OF GHANA SOCIAL DEVELOPMENT EARLY PROTEST
MOVEMENTS
2 THE PEOPLE OF GHANA SOCIAL DEVELOPMENT EARLY PROTEST
MOVEMENTS
3 THE PEOPLE OF GHANA SOCIAL DEVELOPMENT EARLY PROTEST
MOVEMENTS
4 THE PEOPLE OF GHANA ECONOMIC EARLY PROTEST
DEVELOPMENT MOVEMENTS
5 THE PEOPLE OF GHANA ECONOMIC DEVELOPMENT THE 1948 RIOTS AND
AFTER
6 SOME SELECTED INDIVIDUALS ECONOMIC THE 1948 RIOTS AND
DEVELOPMENT AFTER
7 SOME SELECTED INDIVIDUALS EARLY PROTEST MOVEMENTS THE 1948 RIOTS AND
AFTER
8 SOME SELECTED INDIVIDUALS EARLY PROTEST MOVEMENTS THE 1948 RIOTS AND
AFTER
9 INTERNATIONAL TRADE EARLY PROTEST MOVEMENTS THE 1948 RIOTS AND
INCLUDING THE SLAVE TRADE AFTER
10 INTERNATIONAL TRADE EARLY PROTEST MOVEMENTS THE 1948 RIOTS AND
INCLUDING THE SLAVE TRADE AFTER
11 COLONISATION AND EARLY PROTEST MOVEMENTS THE 1948 RIOTS AND
DEVELOPMENTS UNDER AFTER
COLONIAL RULE IN GHANA
12 COLONISATION AND EARLY PROTEST MOVEMENTS THE 1948 RIOTS AND
DEVELOPMENTS UNDER
AFTER
COLONIAL RULE IN GHANA

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH
YEARLY SCHEME OF LEARNING
CREATIVE ARTS

WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 THINKING AND EXPLORING THINKING AND EXPLORING THINKING AND EXPLORING
(VISUAL ARTS) (VISUAL ARTS) (VISUAL ARTS)
2 THINKING AND EXPLORING THINKING AND EXPLORING THINKING AND EXPLORING
(PERFORMING ARTS) (PERFORMING ARTS) (PERFORMING ARTS)
3 THINKING AND EXPLORING IDEAS PLANNING, MAKING AND PLANNING, MAKING AND
(VISUAL ARTS) COMPOSING COMPOSING
(VISUAL ARTS) (VISUAL ARTS)
4 PLANNING, MAKING AND PLANNING, MAKING AND PLANNING, MAKING AND
COMPOSING COMPOSING COMPOSING
(PERFORMING ARTS) (PERFORMING ARTS) (PERFORMING ARTS)
5 PLANNING, MAKING AND DISPLAYING AND SHARING DISPLAYING AND SHARING
COMPOSING (VISUAL ARTS) (VISUAL ARTS)
(VISUAL ARTS)
6 PLANNING, MAKING AND DISPLAY AND SHARING DISPLAY AND SHARING
COMPOSING (PERFORMING ARTS) (PERFORMING ARTS)
(PERFORMING ARTS)
7 DISPLAYING AND SHARING APPRECIATING AND APPRECIATING AND
(VISUAL ARTS) APPRAISING APPRAISING
(VISUAL ARTS) (VISUAL ARTS)
8 DISPLAYING AND SHARING APPRECIATING AND APPRECIATING AND
(PERFORMING ARTS) APPRAISING APPRAISING
(PERFORMING ARTS) (PERFORMING ARTS)
9 DISPLAYING AND SHARING / APPRECIATING AND APPRECIATING AND
APPRECIATING AND APPRAISING APPRAISING APPRAISING
(VISUAL AND (VISUAL ARTS) (VISUAL ARTS)
PERFORMING ARTS)
10 DISPLAYING AND SHARING / APPRECIATING AND APPRECIATING AND
NANA FIIFI ACQUAH
APPRECIATING AND APPRAISING APPRAISING
APPRAISING (PERFORMING ARTS) (PERFORMING ARTS)
(VISUAL AND
PERFORMING ARTS)
11 APPRECIATING AND DISPLAY AND SHARING DISPLAY AND SHARING
APPRAISING SCHOOL-BASED PROJECT SCHOOL-BASED PROJECT
(VISUAL AND (VISUAL AND (VISUAL AND
PERFORMING ARTS) PERFORMING ARTS) PERFORMING ARTS)

12 APPRECIATING AND APPRECIATING AND APPRECIATING AND

APPRAISING APPRAISING APPRAISING
(VISUAL AND (VISUAL AND (VISUAL AND
PERFORMING ARTS) PERFORMING ARTS) PERFORMING ARTS)

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH
YEARLY SCHEME OF LEARNING
GHANAIAN LANGUAGE

WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 SONGS CONVERSATION GIVING AND FOLLOWING
COMMANDS/
POEMS INSTRUCTIONS
2 LISTENING AND STORY TELLING TALKING ABOUT ONESELF, GIVING AND FOLLOWING
FAMILY, COMMANDS/
DRAMATISATION AND ROLE PLAY INSTRUCTIONS
PEOPLE AND PLACES / ASKING
AND ANSWERING
3 PHONICS: LETTER SOUND VOCABULARY (SIGHT AND FLUENCY
KNOWLEDGE CONTENT VOCABULARY) /
COMPREHENSION
4 PHONICS: LETTER SOUND SILENT READING SUMMARISING
KNOWLEDGE

VOCABULARY (SIGHT AND

CONTENT VOCABULARY)
5 PENMANSHIP/HANDWRITING PENMANSHIP/ PENMANSHIP/
HANDWRITING HANDWRITING
6 NARRATIVE WRITING DESCRIPTIVE WRITING / LITERARY WRITING
PERSUASIVE WRITING
7 CREATIVE/ FREE WRITING PERSUASIVE WRITING / LETTER WRITING
ARGUMENTATIVE WRITING

8 DESCRIPTIVE WRITING ARGUMENTATIVE WRITING LETTER WRITING

NANA FIIFI ACQUAH
9 INTEGRATING GRAMMAR IN GRAMMAR IN WRITTEN INTEGRATING GRAMMAR
WRITTEN LANGUAGE LANGUAGE (USE OF ACTION IN WRITTEN LANGUAGE
(CAPITALIZATION) WORDS) (USE OF SIMPLE AND
& (USE OF QUALIFYING COMPOUND SENTENCES)
WORDS)
10 INTEGRATING GRAMMAR IN INTEGRATING GRAMMAR IN INTEGRATING GRAMMAR
WRITTEN LANGUAGE WRITTEN LANGUAGE (USE OF IN WRITTEN LANGUAGE
(PUNCTUATION) POSTPOSITIONS) & (USE OF (SPELLING)
SIMPLE AND COMPOUND (CONJUNCTIONS)
INTEGRATING GRAMMAR IN SENTENCES)
WRITTEN LANGUAGE (USE OF
ACTION WORDS)
11 BUILDING THE LOVE AND READING TEXTS, POEMS, READING TEXTS, POEMS,
CULTURE OF READING IN NARRATIVES AND SHORT NARRATIVE, AND SHORT
LEARNERS STORIES STORIES AND RESPOND TO
THEM
12 READ ALOUD WITH CHILDREN READING TEXTS, POEMS, READING TEXTS, POEMS,
NARRATIVES AND SHORT NARRATIVE, AND SHORT
STORIES STORIES AND RESPOND TO
THEM

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH
YEARLY SCHEME OF LEARNING
PHYSICAL EDUCATION

WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 LOCOMOTOR SKILLS RHYTHMIC SKILLS ENDURANCE
2 LOCOMOTOR SKILLS RHYTHMIC SKILLS FLEXIBILITY
3 MANIPULATIVE SKILLS RHYTHMIC SKILLS BODY COMPOSITION
4 MANIPULATIVE SKILLS SPACE AWARENESS FITNESS PROGRAMME,
5 MANIPULATIVE SKILLS DYNAMICS FITNESS PROGRAMME,
6 MANIPULATIVE SKILLS RELATIONS HEALTHY DIET
7 MANIPULATIVE SKILLS BODY MANAGEMENT SAFETY AND INJURIES
8 MANIPULATIVE SKILLS STRATEGIES SAFETY AND INJURIES,
9 MANIPULATIVE SKILLS BODY MANAGEMENT SELF-RESPONSIBILITY
10 MANIPULATIVE SKILLS STRATEGIES SOCIAL INTERACTION
11 MANIPULATIVE SKILLS AEROBIC GROUP DYNAMICS
12 MANIPULATIVE SKILLS STRENGTH CRITICAL THINKING

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH
TERMLY SCHEME OF LEARNING

Termly Scheme of Learning (SOL) for B5 Term 1 ENGLISH LANGUAGE

WEEKS STRAND SUBSTRAND CONTENT INDICATORS RESOURCES

STANDARD
1 Reading Phonics B5.2.2.1. B5.2.2.1.1 Word cards
Grammar Usage Nouns B5.3.1.1. B5.3.1.1.1 sentence cards,
At Word class library
Writing Penmanship and B5.4.2.1.. B5.4.2.1.1.
Handwriting
Using Writing Using Capitalisation B5.5.1.1.. B5.5.1.1.1.
Conventions
Extensive Building the Love and B5.6.1.1.. B5.6.1.1.1.
Reading Culture of Reading
2 Oral Language Songs B5.1.1.1. B5.1.1.1.1 Word cards
Poems B5.1.3.1. B5.1.3.1.1 sentence cards,
Reading Phonics B5.2.2.1. B5.2.2.1.1 class library
Grammar Usage Nouns B5.3.1.1. B5.3.1.1.1
At Word
Writing Paragraph Development B5.4.3.1. B5.4.3.1.1
Using Writing Using Capitalisation B5.5.1.1.. B5.5.1.1.1.
Conventions
Extensive Building the Love and B5.6.1.1.. B5.6.1.1.1.
Reading Culture of Reading
3 Oral Language STORY TELLING B5.1.4.1.. B5.1.4.1.1. Word cards
Reading Word Families B5.2.3.1. B5.2.3.1.1 sentence cards,
Grammar Usage Nouns B5.3.1.1. B5.3.1.1.2 class library
At Word
Writing Paragraph Development B5.4.3.1 B5.4.3.1.1
Using Writing Using Punctuation B5.5.2.1 B5.5.2.1.1
Conventions
Extensive Building the Love and B5.6.1.1.. B5.6.1.1.1.
Reading Culture of Reading
4 Oral Language Dramatization and Role B5.1.5.1.. B5.1.5.1.1. Word cards
Play sentence cards,
Reading Diphthongs B5.2.4.1. B5.2.4.1.1 class library
Grammar Usage Determiners B5.3.2.1. B5.3.2.1.1
At Word
Writing Paragraph Development B5.4.3.1. B5.4.3.1.2
Using Writing Using Punctuation B5.5.2.1. B5.5.2.1.1
Conventions
Extensive Building the Love and B5.6.1.1. B5.6.1.1.1.
Reading Culture of Reading
NANA FIIFI ACQUAH
5 Oral Language Dramatization and Role B5.1.5.2.. B5.1.5.2.1. Word cards
Play sentence cards,
Reading Blends and Consonant B5.2.5.1. B5.2.5.1.1 class library
Clusters
Grammar Usage Determiners B5.3.2.1. B5.3.2.1.2
At Word
Writing Writing as a Process B5.4.9.1.. B5.4.9.1.1.
Using Writing Naming Words/Nouns B5.5.3.1.. B5.5.3.1.1.
Conventions
Extensive Building the Love and B5.6.1.1.. B5.6.1.1.1.
Reading Culture of Reading
6 Oral Language Conversation B5.1.6.1.. B5.1.6.1.1. Word cards
B5.1.6.2. B5.1.6.2.1 sentence cards,
Reading Vocabulary B5.2.6.1. B5.2.6.1.1 class library
Grammar Usage Determiners B5.3.2.1. B5.3.2.1.2
At Word
Writing Writing as a Process B5.4.9.2.. B5.4.9.2.1.
Using Writing Naming Words/Nouns B5.5.3.1.. B5.5.3.1.1.
Conventions
Extensive Building the Love and B5.6.1.1.. B5.6.1.1.1.
Reading Culture of Reading
7 Oral Language Listening Comprehension B5.1.7.1.. B5.1.7.1.1. Word cards
B5.1.7.1. B5.1.7.1.2 sentence cards,
Reading Vocabulary B5.2.6.1. B5.2.6.1.2 class library
Grammar Usage Pronouns B5.3.3.1. B5.3.3.1.1
At Word
Writing Narrative Writing B5.4.10..1 B5.4.10.1.1
Using Writing Naming Words/Nouns B5.5.3.1. B5.5.3.1.2
Conventions
Extensive Building the Love and B5.6.1.1.. B5.6.1.1.1.
Reading Culture of Reading
8 Oral Language Listening Comprehension B5.1.7.1. B5.1.7.1.3 Word cards
Reading Vocabulary B5.2.6.2. B5.2.6.2.1 sentence cards,
Grammar Usage Pronouns B5.3.3.1. B5.3.3.1.1 class library
At Word
Writing Narrative Writing B5.4.10.1. B5.4.10.1.1
Using Writing Naming Words/Nouns B5.5.3.1. B5.5.3.1.2
Conventions
Extensive Building the Love and B5.6.1.1.. B5.6.1.1.1.
Reading Culture of Reading
9 Oral Language Asking and Answering B5.1.8.1. B5.1.8.1.1 Word cards
Questions sentence cards,
Reading Listening Comprehension B5.1.7.1. B5.1.7.1.1 class library
Grammar Usage Adjectives B5.3.4.1. B5.3.4.1.1
At Word
Writing Creative/ Free Writing B5.6.1.1.. B5.4.11.1.1
NANA FIIFI ACQUAH
Using Writing Using action Words B5.5.4.1. B5.5.4.1.1.
Conventions
Extensive Building the Love and B5.6.1.1.. B5.6.1.1.1.
Reading Culture of Reading
10 Oral Language Giving and Following B5.1.9.1.. B5.1.9.1.1. Word cards
Commands sentence cards,
Reading Listening Comprehension B5.1.7.1. B5.1.7.1.2 class library
Grammar Usage Verbs B5.3.5.1. B5.3.5.1.1
At Word

Writing Creative/ Free Writing B5.4.11.1 B5.4.11.1.1

Using Writing Using action Words B5.5.4.1.. B5.5.4.1.1.
Conventions
Extensive Building the Love and B5.6.1.1.. B5.6.1.1.1.
Reading Culture of Reading
11 Oral Language Presentation B5.1.10.1. B5.1.10.1.1 Word cards
Reading Listening Comprehension B5.1.7.1. B5.2.7.1.3 sentence cards,
Grammar Usage Verbs B5.3.5.1. B5.3.5.1.2 class library
At Word
Writing Descriptive Writing B5.4.12.1. B5.4.12.1.1
Using Writing Using action Words B5.5.4.1. B5.5.4.1.2
Conventions
Extensive Building the Love and B5.6.1.1.. B5.6.1.1.1.
Reading Culture of Reading
12 Oral Language Presentation B5.1.10.1. B5.1.10.1.2 Word cards
Reading Listening Comprehension B5.1.7.1. B5.2.7.1.3 sentence cards,
Grammar Usage Verbs B5.3.5.1. B5.3.5.1.2 class library
At Word
Writing Descriptive Writing B5.4.12.1. B5.4.12.1.1
Using Writing Using action Words B5.5.4.1. B5.5.4.1.2
Conventions
Extensive Building the Love and B5.6.1.1.. B5.6.1.1.1.
Reading Culture of Reading

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NANA FIIFI ACQUAH
TERMLY SCHEME OF LEARNING
Termly Scheme of Learning (SOL) for B5 Term 1 SCIENCE

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 DIVERSITY OF LIVING AND B5.1.1.1. B5.1.1.1.1 Plants and animals in the
MATTER NON-LIVING environment, plastics, stones,
THINGS pictures videos paper,
2 DIVERSITY OF LIVING AND B5.1.1.1. B5.1.1.1.1
MATTER NON-LIVING
THINGS
3 DIVERSITY OF MATERIALS B5.1.2.1. B5.1.2.1.1 Plants and animals in the
MATTER environment, plastics, stones,
pictures videos paper
4 DIVERSITY OF EARTH SCIENCE B5.2.1.1. B5.2.1.1.1
MATTER

5 CYCLES EARTH SCIENCE B5.2.1.2. B5.2.1.2.1

6 CYCLES EARTH SCIENCE B5.2.1.3. B5.2.1.3.1 Plants and animals in the

environment, plastics, stones,
pictures videos paper
7 CYCLES LIFE CYCLES OF B5.2.2.1. B5.2.2.1.1
ORGANISMS

8 SYSTEMS THE HUMAN B5.3.1.1. B5.3.1.1.1

BODY SYSTEMS

9 SYSTEMS THE SOLAR B5.3.2.1. B5.3.2.1.1

SYSTEM

10 FORCES AND ECOSYSTEM B5.3.3.1. B5.3.3.1.1

ENERGY

11 FORCES AND SOURCES AND B5.4.1.1. B5.4.1.1.1 Plants and animals in the
ENERGY FORMS OF environment, plastics, stones,
ENERGY batteries, pictures videos
12 FORCES AND SOURCES AND B5.4.1.1 B5.4.1.1.1 paper
ENERGY FORMS OF
ENERGY

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NANA FIIFI ACQUAH
TERMLY SCHEME OF LEARNING
Termly Scheme of Learning (SOL) for B5 Term 1 COMPUTING

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 Introduction to Generation of computers and B5.1.1.1. B5.1.1.1.1 Laptops,
computing parts of a computer and other B5.1.1.1. B5.1.1.1.2 Images of
gadgets clipboard,
2 Introduction to Introduction to MS-Windows B5.1.1.1. B5.1.1.1.1 Laptops,
computing Interface (Desktop Background B5.1.1.1. B5.1.1.1.2
and locations of the computer.) B5.1.1.1. B5.1.1.1.3
3 Introduction to Data, sources and usage B5.1.3.1.. B5.1.3.1.1. Laptops,
computing B5.1.3.1. B5.1.3.1.2
B5.1.3.1. B5.1.3.1.3
B5.1.3.1. B5.1.3.1.4
4 Introduction to Technology in the community B5.1.4.1. B5.1.4.1.1 Laptops,
computing (communication) B5.1.4.1. B5.1.4.1.2
5 Presentation Introduction to MS-PowerPoint B5.2.1.1. B5.2.1.1.1 Laptops,
(Tabs and ribbons of MS-
Word PowerPoint)
processing
Introduction to Word Processing
(Tabs and ribbons of word B5.3.1.1. B5.3.1.1.1
processing)
6 Programming Introduction to databases, B5.5.1.3. B5.5.1.3.1 Laptops,
and databases algorithm and programming. B5.5.1.3. B5.5.1.3.2
7 Programming Introduction to Electronic B5.5.1.3. B5.5.1.3.1 Laptops,
and databases Spreadsheet smart phones

Internet and Network Overview

social media B5.6.1.1. B5.6.1.1.1
8 Internet and Web browsers and Web Pages B5.6.2.1.. B5.6.2.1.1. Laptops,
social media B5.6.2.1. B5.6.2.1.2 smart phones
B5.6.2.1. B5.6.2.1.3
9 Internet and Surfing the world wide web B5.6.3.1. B5.6.3.1.1 Laptops,
social media B5.6.3.1. B5.6.3.1.2 smart phones
10 Internet and Favourite places and Search B5.6.4.1.. B5.6.4.1.1. Laptops,
social media engine smart phones
Using Online Forms B5.6.5.1. B5.6.5.1.1.
11 Internet and Customising your browser B5.6.6.1. B5.6.6.1.1 Laptops,
social media B5.6.6.1. B5.6.6.1.2 smart phones
12 Internet and Electronic Email B5.6.7.1. B5.6.7.1.1 Laptops,
social media B5.6.7.1. B5.6.7.1.2 smart phones

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TERMLY SCHEME OF LEARNING

Termly Scheme of Learning (SOL) for B5 Term 1 MATHEMATICS

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 Number Counting, Representation B5.1.1.1. B5.1.1.1.1 Counters, bundle and loose straws,
& Cardinality B5.1.1.1. B5.1.1.1.2 Paper strips, Cut out cards

2 Number Counting, Representation B5.1.1.1. B5.1.1.1.3

& Cardinality B5.1.1.1. B5.1.1.1.4

3 Number Counting, Representation B5.1.1.1. B5.1.1.1.5 Counters, bundle and loose straws,
& Cardinality B5.1.1.1. B5.1.1.1.6 Paper strips, Cut out cards

4 Number Counting, Representation B5.1.1.2. B5.1.1.2.1 Counters, bundle and loose straws,
& Cardinality B5.1.1.2. B5.1.1.2.2 Paper strips, Cut out cards
5 Number Counting, Representation B5.1.1.3. B5.1.1.3.1 Counters, bundle and loose straws,
& Cardinality B5.1.1.3. B5.1.1.3.2 Paper strips, Cut out cards
6 Number Counting, Representation B5.1.1.3. B5.1.1.3.3 Counters, bundle and loose straws,
& Cardinality B5.1.1.3. B5.1.1.3.4 Paper strips, Cut out cards

7 Number Counting, Representation B5.1.1.3. B5.1.1.3.5 Counters, bundle and loose straws,
& Cardinality B5.1.2.1. B5.1.2.1.1 Paper strips, Cut out cards

8 Number Counting, Representation B5.1.2.1. B5.1.2.1.2 Counters, bundle and loose straws,
& Cardinality B5.1.2.2. B5.1.2.2.1 Paper strips, Cut out cards

9 Number Counting, Representation B5. 1.2.3 B5. 1.2.3.1 Counters, bundle and loose straws,
& Cardinality B5.1.2.4. B5.1.2.4.1 Paper strips, Cut out cards

10 Number Counting, Representation B5.1.2.5. B5.1.2.5.1 Counters, bundle and loose straws,
& Cardinality B5.1.2.6. B5.1.2.6.1 Paper strips, Cut out cards

Number Fractions B5.1.3.1. B5.1.3.1.1 Counters, bundle and loose straws,

11 B5.1.3.1. B5.1.3.1.2 Paper strips, Cut out cards

Number Fractions B5.1.3.1. B5.1.3.1.1 Counters, bundle and loose straws,

12 B5.1.3.1. B5.1.3.1.2 Paper strips, Cut out cards

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NANA FIIFI ACQUAH
TERMLY SCHEME OF LEARNING
Termly Scheme of Learning (SOL) for B5 Term 1 HISTORY OF GHANA

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD

1 My Country Ghana The People Of Ghana B5.2.1.1. B5.2.1.1.1 A map of

Ghana,
Posters,
documentary
2 My Country Ghana The People Of Ghana B5.2.1.1. B5.2.1.1.1 A map of
Ghana,
Posters,
documentary
3 My Country Ghana The People Of Ghana B5.2.1.1. B5.2.1.1.1 A map of
Ghana,
Posters,
documentary
4 My Country Ghana The People Of Ghana B5.2.1.1. B5.2.1.1.2 A map of
Ghana,
Posters,
documentary
5 My Country Ghana The People Of Ghana B5.2.1.1. B5.2.1.1.2 A map of
Ghana,
Posters,
documentary
6 My Country Ghana Some Selected Individuals B5.2.5.1. B5.2.5.1.1 A map of
Ghana,
Posters,
documentary
7 My Country Ghana Some Selected Individuals B5.2.5.1. B5.2.5.1.1 A map of
Ghana,
Posters,
documentary
8 My Country Ghana Some Selected Individuals B5.2.5.1. B5.2.5.1.1 A map of
Ghana,
Posters,
documentary
9 Europeans in Ghana International Trade Including B5.3.2.1. B5.3.2.1.1 A map of
the Slave Trade Ghana,
NANA FIIFI ACQUAH
Posters,
documentary
10 Europeans in Ghana International Trade Including B5.3.2.1. B5.3.2.1.1 A map of
the Slave Trade Ghana,
Posters,
documentary
11 Developments Under Colonisation and B5.4.2.1. B5.4.2.1.1 A map of
Colonial Rule Developments under Colonial Ghana,
Rule in Ghana Posters,
documentary
12 Developments Under Colonisation and B5.4.2.1. B5.4.2.1.1 A map of
Colonial Rule Developments under Colonial Ghana,
Rule in Ghana Posters,
documentary

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NANA FIIFI ACQUAH
TERMLY SCHEME OF LEARNING

Termly Scheme of Learning (SOL) for B5 Term 1 RELIGIOUS AND MORAL EDUCATION
WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES
STANDARD
1 His Creation and God the B5.1.1.1. B5.1.1.1.1 wall charts, wall words,
Attributes Creator posters, video clip, etc
2 His Creation and God the B5.1.1.1. B5.1.1.1.1 wall charts, wall words,
Attributes Creator posters, video clip, etc
3 His Creation and God the B5.1.1.1.: B5.1.1.1.2: wall charts, wall words,
Attributes Creator posters, video clip, etc
4 His Creation and God the B5.1.1.1.: B5.1.1.1.2: wall charts, wall words,
Attributes Creator posters, video clip, etc
5 His Creation and God the B5.1.1.1. B5.1.1.1.3 wall charts, wall words,
Attributes Creator posters, video clip, etc
6 His Creation and God the B5.1.1.1. B5.1.1.1.3 wall charts, wall words,
Attributes Creator posters, video clip, etc
7 His Creation and The B5.1.2.1.. B5.1.2.1.1. wall charts, wall words,
Attributes Environment posters, video clip, etc
8 His Creation and The B5.1.2.1.. B5.1.2.1.1. wall charts, wall words,
Attributes Environment posters, video clip, etc
9 His Creation and The B5.1.2.1 B5.1.2.1.2 wall charts, wall words,
Attributes Environment posters, video clip, etc
10 His Creation and The B5.1.2.1. B5.1.2.1.2 wall charts, wall words,
Attributes Environment posters, video clip, etc
11 His Creation and The B5.1.2.1. B5.1.2.1.2 wall charts, wall words,
Attributes Environment posters, video clip, etc
12 His Creation and The B5.1.2.1. B5.1.2.1.2 wall charts, wall words,
Attributes Environment posters, video clip, etc

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NANA FIIFI ACQUAH
TERMLY SCHEME OF LEARNING
Termly Scheme of Learning (SOL) for B5 Term 1 OUR WORLD AND OUR PEOPLE

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 ALL ABOUT US Nature of God B5.1.1.1. B5.1.1.1.1. Pictures, Charts,
Video Clip
2 ALL ABOUT US Nature of God B5.1.1.1.. B5.1.1.1.1. Pictures, Charts,
Video Clip
3 ALL ABOUT US Myself B5.1.2.1.. B5.1.2.1.1. Pictures, Charts,
Video Clip
4 ALL ABOUT US My Family and the B5.1.3.1.. B5.1.3.1.1. Pictures, Charts,
Community Video Clip
5 ALL ABOUT US Home and School B5.1.4.1. B5.1.4.1.1 Pictures, Charts,
Video Clip
6 ALL AROUND US The Environment and B5.2.1.1.. B5.2.1.1.1. Pictures, Charts,
the Weather Video Clip
7 ALL AROUND US Plants and Animals B5.2.1.2 .. B5.2.1.2 .1. Pictures, Charts,
Video Clip
8 ALL AROUND US Map Making and Land B5.2.3.1.. B5.2.3.1.1. Pictures, Charts,
Marks Video Clip
9 ALL AROUND US Population and B5.2.4.1.. B5.2.4.1.1. Pictures, Charts,
Settlement Video Clip
10 OUR BELIEFS Worship B5. 3.1.1. . B5. 3.1.1. 1. Pictures, Charts,
AND VALUES Video Clip
11 OUR BELIEFS Worship B5. 3.1.1. . B5. 3.1.1. 1. Pictures, Charts,
AND VALUES Video Clip
12 OUR BELIEFS Worship B5. 3.1.1. . B5. 3.1.1. 1. Pictures, Charts,
AND VALUES Video Clip

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NANA FIIFI ACQUAH
TERMLY SCHEME OF LEARNING
Termly Scheme of Learning (SOL) for B5 Term 1 PHYSICAL EDUCATION

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 MOTOR SKILL AND LOCOMOTOR B5.1.1.1. B5.1.1.1.1 Balls, Videos and
MOVEMENT PATTERNS SKILLS Picture,
2 MOTOR SKILL AND LOCOMOTOR B5.1.1.1. B5.1.1.1.2 Drums, Speakers
MOVEMENT PATTERNS SKILLS
3 MOTOR SKILL AND MANIPULATIVE B5.1.2.1. B5.1.2.1.1 Balls, Videos and
MOVEMENT PATTERNS SKILLS Picture,
4 MOTOR SKILL AND MANIPULATIVE B5.1.2.1. B5.1.2.1.2 Drums, Speakers
MOVEMENT PATTERNS SKILLS
5 MOTOR SKILL AND MANIPULATIVE B5 1.2.1.: B5 1.2.1.3: Balls, Videos and
MOVEMENT PATTERNS SKILLS Picture,
6 MOTOR SKILL AND MANIPULATIVE B5.1.2.1. B5.1.2.1.4 Drums, Speakers
MOVEMENT PATTERNS SKILLS
7 MOTOR SKILL AND MANIPULATIVE B5.1.2.1. B5.1.2.1.5 Balls, Videos and
MOVEMENT PATTERNS SKILLS Picture,
8 MOTOR SKILL AND MANIPULATIVE B5.1.2.1. B5.1.2.1.6 Drums, Speakers
MOVEMENT PATTERNS SKILLS
9 MOTOR SKILL AND MANIPULATIVE B5.1.2.1. B5.1.2.1.7 Balls, Videos and
MOVEMENT PATTERNS SKILLS Picture,
Drums, Speakers
10 MOTOR SKILL AND MANIPULATIVE B5.1.2.1. B5.1.2.1.8 Balls, Videos and
MOVEMENT PATTERNS SKILLS Picture,
Drums, Speakers
11 MOTOR SKILL AND MANIPULATIVE B5.1.2.1. B5.1.2.1.9 Videos and
MOVEMENT PATTERNS SKILLS Picture,
Drums
12 MOTOR SKILL AND MANIPULATIVE B5.1.2.1.: B5.1.2.1.10:
MOVEMENT PATTERNS SKILLS

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TERMLY SCHEME OF LEARNING

Termly Scheme of Learning (SOL) for B5 Term 1 CREATIVE ART

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 Visual arts Thinking and B5 1.1.1. B5 1.1.1.1 photos, videos, art paper,
exploring colours, and traditional art
(Visual Arts) tools, materials and
equipment available in the
community
2 Performing Thinking and B5 2.1.1. B5 2.1.1.1 -do-
arts exploring
3 Visual arts Thinking and B5 1.2.2. B5 1.2.2.1 -do-
Exploring Ideas
4 Performing Planning, Making B5.2.2.2. B5.2.2.2.1 -do-
arts and Composing
5 Visual arts Planning, Making B5 1.2.3. B5 1.2.3.1 -do-
and Composing
6 Performing Planning, Making B5 2.2.3. B5 2.2.3.1 -do-
arts and Composing
7 Visual arts Displaying and B5 1.3.5. B5 1.3.4.1 -do-
Sharing
8 Performing Displaying and B5 2.3.5. B5 2.3.4.2 -do-
arts Sharing
9 Visual and Displaying and B5 1.4.6. B5 1.3.4.1 -do-
Performing Sharing / B5 2.4.6. B5 2.4.6.1
Arts Appreciating and
Appraising
10 Visual and Displaying and B5 1.4.7. B5 1.3.5.1 -do-
Performing Sharing / B5 2.4.7. B5 2.4.7.2
Arts Appreciating and
Appraising

11 Visual and Appreciating and B5 2.3.4. B5 1.4.6.2 -do-

Performing Appraising B5 2.4.6.2
Arts
12 Visual and Appreciating and B5.1.4.7. B5 1.4.6.2 -do-
Performing Appraising B5.2.4.7. B5 2.4.6.2
Arts

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NANA FIIFI ACQUAH
TERMLY SCHEME OF LEARNING
Scheme of Learning for B5 Term 1 (Ghanaian Language)
Week STRAND SUB-STRAND CONTENT INDICATORS RESOURCES
STANDARD
1 Oral SONGS B5.1.1.1. B5.1.1.1.1: Drums, drum
Language sticks,
Poems B5.1.3.1. B5.1.3.1.1 recorded audios,
B5.1.3.1. B5.1.3.1.2 Manila cards,
recorded audio
2. Oral Listening and Story Telling B5.1.4.1. B5.1.4.1.1 visuals
Language B5.1.4.1. B5.1.4.1.2
Dramatisation and Role Play
B5.1.5.1. B5.1.5.1.1
B5.1.5.1. B5.1.5.1.2
3. Reading Phonics: Letter Sound B5.2.4.1. B5.2.4.1.1 Pictures of
Knowledge B5.2.4.1. B5.2.4.1.2 animals, Manila
B5.2.4.1. B5.2.4.1.3 cards, markers,
recorded
audiovisual
4. Reading Phonics: Letter Sound B5.2.4.1. B5.2.4.1.4 Manila cards,
Knowledge markers, recorded
audio-
vocabulary (Sight and content B5.2.5.1. B5.2.5.1.1
visual
vocabulary)
5. Writing Penmanship/Handwriting B5.3.1.1. B5.3.1.1.1 Manila cards,
B5.3.1.1. B5.3.1.1.2 markers, recorded
audio- visual
6. Composition Narrative Writing B5.4.1.1. B5.4.1.1.1 Manila Cards,
Writing B5.4.1.1. B5.4.1.1.2 Class reader
B5.4.1.1. B5.4.1.1.3
7. Composition Creative/ Free Writing B5.4.2.1. B5.4.2.1.1 Manila Cards,
Writing B5.4.2.1. B5.4.2.1.2 Markers
B5.4.2.1. B5.4.2.1.3

8. Composition Descriptive Writing B5.4.3.1. B5.4.3.1.1 Word cards, Manila

Writing B5.4.3.1. B5.4.3.1.2 card
Markers Word
cards Manila card
Markers
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9. Writing Integrating Grammar in B5.5.1.1. B5.5.1.1.1 Word cards, Manila
Convention Written Language B5.5.1.1. B5.5.1.1.2 card
s/ Usage (Capitalization) B5.5.1.1. B5.5.1.1.3 Markers Word
Cards, Manila card,

10. Writing Integrating Grammar in B5.5.2.1. B5.5.2.1.1 Word cards, Manila

Convention s/ Written Language B5.5.2.1. B5.5.2.1.2 card
Usage (Punctuation) B5.5.2.1. B5.5.2.1.3
Markers Word
Cards, Manila
card,
Integrating Grammar in B5.5.3.1. B5.5.3.1.1
Written Language (Use of
action words)
11. Extensive Building the Love and Culture B5.6.1.1. B5.6.1.1.1 Reading materials
Reading/ of Reading in Learners B5.6.1.1. B5.6.1.1.2
Children
Library

12. Extensive Read Aloud with Children B5.6.2.1. B5.6.2.1.1 Manila Cards,
Reading/ B5.6.2.1. B5.6.2.1.2 Markers
Children

Library

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NANA FIIFI ACQUAH

TERM ONE
BASIC FIVE
WEEK 1
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Reading A. Phonics
B. Grammar Usage At Word B. Nouns
C. Writing C. Penmanship and Handwriting
D. Using Writing Conventions D. Using Capitalisation
E. Extensive Reading E. Building the Love and Culture of Reading
Indicator (code) B5.2.2.1.1. B5.3.1.1.1. B5.4.2.1.1 B5.5.1.1.1. B5.6.1.1.1.
Content standard (code) B5.2.2.1. B5.3.1.1. B5.4.2.1. B5.5.1.1. B5.6.1.1.
Performance Indicator A. Learners can apply common phonic generalisations (e.g. hard and soft “c”
and “g”) when reading continuous texts
B. Learners can Identify and use nouns or noun phrases to refer to quantities
or units.
C. Learners can copy sentences clearly in joint script maintaining legible
handwriting
D. Learners can follow appropriate mechanical convention
E. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords
NANA FIIFI ACQUAH
T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage B.READING What have we learnt
learners to e.g. today?
sing songs “c” as in country and cell
and recite “g” as in gain and age Ask learners to
familiar • Review the hard form of the sound, e.g. “c” as in cut; summarize the main
rhymes “g” as in get. points in the lesson
• Introduce the soft form using lots of examples, e.g.
“c” as in centre, cent, circle; “g” as in gent, gin, etc.
• In groups, encourage learners to come out with words
in which the sounds occur.
• Have each group read their words to the class and
then publish it on the walls of the classroom for
learners to go round to read.

Assessment: let learners mention words in which the

sounds occur.
Wednesday Engage C.GRAMMAR What have we learnt
learners to • Revise nouns briefly. today?
sing songs • Introduce quantities and units in context.
and recite e.g.: Ask learners to
familiar − Please, give me a piece of paper. summarize the main
rhymes − I have a pair of trousers. points in the lesson
• Have learners identify more examples of these in text
and use them in sentences.
• Learners make up their own noun phrases and use
them in sentences.

Assessment: let learners use nouns or noun phrases to

refer to quantities or units.
Thursday Engage D.WRITING What have we learnt
learners to • Select sentences from texts learners have read and today?
sing songs write them on the board, using joint script.
and recite e.g. Ask learners to
familiar summarize the main
rhymes points in the lesson
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• Have learners read out the sentence. (in pairs, small

groups, large groups)
• Have learners copy the sentences into their exercise
books.
• Go round to support struggling learners.

Assessment: let learners copy sentences clearly in joint

script maintaining legible handwriting

Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to Ask individual learners to write a formal letter each on a today?
sing songs given topic paying attention to correct use of capital
and recite letters, the full stop, comma, question mark, Ask learners to
familiar exclamation mark, quotation mark, apostrophe, hyphen summarize the main
rhymes etc. points in the lesson

Assessment: let learners write a formal letter each on a

given topic
Friday Guide E.EXTENSIVE READING Have learners to tell
learners to • Have learners read independently books of their what they read to the
choose and choice during the library period. whole class
read books • Learners think-pair-share their stories with peers.
during the • Ask each learner to write a-two-three paragraph
library summary of the book read.
period • Invite individuals to present their work to the class for
feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-
paragraph summary of each book read

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

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

Indicator (code) B5.1.1.1.1 B5.1.1.1.2

Content standard (code) B5.1.1.1. B5.1.1.1.
Performance Indicator Learners can model number quantities up to 1,000,000 using graph sheets and
multi-base block
Learners can read and write numbers in figures and in words up to 1000,000
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Sing songs Ask pupils to model number quantities up to 1000,000 Review the lesson with
like: using graph sheets or multi-base materials. For instance, Learners
with multi-base block, a cube = 1000 unit; a rod =
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I’m 10,000; a flat = 100,000 and a block = 1,000,000;
counting learners model 436,000 with the appropriate materials
one, what
Assessment: have learners to practice with more
is one
examples
Tuesday Sing songs Ask pupils to model the number 137,000 shading graph Review the lesson with
like: sheet square as shown below, where 1cm×1cm square Learners
represents 1000 units .
I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples
Wednesday Sing songs Review the lesson with
like: Give learners teacher-make token currency notes [¢10, Learners
¢100& ¢500 notes] on different coloured-paper and ask
them to work out how many will be required to model
I’m
given amounts up to ¢10,000; e.g. ¢23,480
counting
one, what Assessment: have learners to practice with more
is one examples
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Thursday Sing songs Review the lesson with

like: Play the place value number wheel game: Use the Learners
million number wheel to generate 7-digit numbers and
represent the number generated on a place value
I’m
frame. Throw a number of pebbles (or stones) onto the
counting number wheel, identify the number of pebbles landing
one, what in each place value ring, and state the number
is one generated in the wheel (i.e. 2 landed in the ten-
1 - One is thousands’ ring making the number twenty-thousand or
one alone, 20,000)
alone it
shall be.

Assessment: have learners to practice with more

examples
Friday Sing songs Review the lesson with
like: Ask pupils to write given numbers on the expanded Learners
form of the number : 2,524,513=1000,000× 2
+100,000× 5 + 10,000 × 2+1000 × 4+ 100× 5 + 10× 1+ 1×
I’m
3 = 2,000,000 + 500,000 + 20,000 +
counting 4,000 + 500 + 10 + 3
one, what
is one
1 - One is
one alone,
alone it
shall be.
Assessment: have learners to practice with more
examples

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……………………………………………………………………: LESSON PLAN

NANA FIIFI ACQUAH

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : DIVERSTY OF MATTER Sub-strand : LIVING AND NON-LIVING THINGS

Indicator (code) B5.1.1.1.1
Content standard (code) B5.1.1.1.
Performance Indicator Learners can know the life processes of living things (growth, sensitivity to the
environment, respiration and excretion)
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords Learners can know the life processes of living things (growth, sensitivity to the
environment, respiration and excretion)
T. L .R. (s) Pictures
Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Thursday Engage Learners go outside the classroom to observe and What have we learnt
learners to identify various living and non-living things and discuss today?
sing songs their observation. Ask learners to
and recite summarize the
familiar • Learners go on a nature walk to observe sensitivity in important points of the
rhymes the mimosa plant when touched. lesson

Assessment: let learners describe the sensitivity in the

mimosa plant when touched.

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……………………………………………………………………: LESSON PLAN
NANA FIIFI ACQUAH

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

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

Indicator (code) B5.2.1.1.1

Content standard (code) B5.2.1.1.
Performance Indicator Learners can describe how our ancestors lived in ancient times (before the 15th
century) and compare it with how we live today.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Identify the kinds of food they ate, the clothes they What have we learnt
learners to wore and how they travelled today?
sing songs
and recite Assessment: let learners Identify the kinds of food our Ask learners to
familiar ancestors ate, the clothes they wore and how they summarize the main
travelled
rhymes points in the lesson
Thursday Engage What have we learnt
learners to Identify the kinds of food they ate, the clothes they today?
sing songs wore and how they travelled
and recite
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familiar Assessment: let learners Identify the kinds of food our Ask learners to
rhymes ancestors ate, the clothes they wore and how they summarize the main
travelled points in the lesson
How did
our
ancestors
live?

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL ABOUT US Sub-strand : Nature of God

Indicator (code) B5.1.1.1.1.
Content standard (code) B5.1.1.1.
Performance Indicator Learners can explain that human beings are unique compared to other creatures

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

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners recall and retell stories about Creation. They What have we learnt
learners to talk about the nature of God as the Creator, the all- today?
sing songs knowing, powerful and creator of all things.
and recite Ask learners to
familiar Assessment: Let learners describe the nature of God as summarize the main
rhymes the Creator points in the lesson
Thursday Engage Learners look at themselves, pictures of different What have we learnt
learners to human beings, and animals and reflect on how they are today?
sing songs different from animals and present their findings to the
and recite class for discussion.
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familiar Assessment: Let learners describe how they are Ask learners to
rhymes different from animals summarize the main
points in the lesson

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT PATTERNS Sub-strand : LOCOMOTOR SKILLS

Indicator (code) B5.1.1.1.1

Content standard (code) B5.1.1.1.
Performance Indicator Learners can walk on straight lines edges.

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

Keywords

T. L .R. (s) Cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary /
(preparing the brain Reflections
for learning)
Friday Learners jog round a Draw a straight line on the floor for What have we
demarcated area in files learners to walk on. Learners walk learnt today?
while singing and clapping individually and in a group under the
to warm-up the body for watch of the teacher. Organise Use answers to
maximal performance and competitions for learners. End the summarise the
to prevent injuries lesson with cool down activities and lesson.
use questions to end the lesson

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : His Creation and Attributes Sub-strand : God the Creator

Indicator (code) B5.1.1.1.1:
Content standard (code) B5.1.1.1.
Performance Indicator Learners can explain how special each individual is.

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

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage • Through various activities such as working in pairs or What have we learnt
learners to in groups, let learners discuss how each person is today?
sing songs unique and different from one another: some are short,
and recite tall, intelligent, fair in complexion, dark in complexion, Ask learners to
familiar serious, etc. summarize the main
rhymes • Lead learners to demonstrate the uniqueness of each points in the lesson
individual, using themselves.

Assessment: let learners explain how special each

individual is

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : INTRODUCTION TO COMPUTING Sub-strand : INTRODUCTION TO COMPUTING

Indicator (code) B5.1.1.1.1. B5.1.1.1.2
Content standard (code) B5.1.1.1. B5.1.1.1.
Performance Indicator  Learners can recognise and use output devices
 Learners can describe the types of output device and identify their use
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.
Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to recall what they learnt in the previous What have we learnt
learners to classes and ask them to mention computer devices that today?
Wednesday sing songs produce output.
and recite Softcopy- computer monitor/projector, audio electrical Ask learners to
familiar signals etc. summarize the main
rhymes Hardcopy- printed images, pictures documents points in the lesson
Guide learners to identify types of output devices and
their uses. Assist them to list them on the board as well
as their uses.

Assessment: Let learners identify types of output

devices and their uses

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

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

Indicator (code) B5 1.1.1.1

Content standard (code) B5 1.1.1.
Performance Indicator Learners can study some visual artworks created by Ghanaian and other African
visual artists living in Africa and examine how the artworks reflect the history and
culture of the people in Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Wednesday Engage Learners are to: What have we learnt
learners to Study the artworks e.g. sculpture, textiles, metal arts, today?
sing songs paintings, cartoons, photography, ceramics created by
and recite Ghanaian and African visual artists e.g. El-Anatsui, Ask learners to
familiar Nnenna Okore, Cheri Samba, Goncalo Mabunda, summarize the main
rhymes Abdoulaye Konate, Peju Alatise, William J. Kentridge, points in the lesson
Justine Mahoney living in Africa by:
a) gathering information through library studies, surfing
the internet, visiting art studios, galleries, museums,
NANA FIIFI ACQUAH
exhibitions etc. watching short videos/documentaries
or observing photographs of sample works of the
collections of other Ghanaian and African artists. For
example, ‘Warrior’ an installation art by El-Anatsui
(2015), and ‘Story Maps of no Location’, painting by
Julie Mehretu;
b) talking about the works of the artists in relation to
the history and culture of the people of Africa;
c) identifying and discussing various items (symbols)
found in the works being studied that reflect the history
and culture of the people of Africa;
d) writing a brief about their choice of artist using the
following guidelines:
- Name
- Country of origin
- Training
- Type of artworks
- Title of some works
- Medium of expression.

Assessment: let learners describe some visual artworks

created by Ghanaian and other African visual artists
living in Africa and examine how the artworks reflect
the history and culture of the people in Africa

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Oral Language Sub-strand :

Songs
Poems
Indicator (code) B5.1.1.1.1:. B5.1.3.1.1 B5.1.3.1.2
Content standard (code) B5.1.1.1. B5.1.3.1. B5.1.3.1.
Performance Indicator  Learners should sing cradle songs/lullaby with the correct rhythms and
discuss importance of cradle songs/lullaby to the baby, mother and
caretaker.
 Learners should explore a poem of about six to seven lines correctly
 Learners should recognise the key words in the poem and discuss the
theme of the poem.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Show a clip of a baby crying to learners. What have we learnt
leaners to • Ask learners to tell you what a mother does when a today?
sing songs child is crying.
and recite
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familiar • Discuss the answers with the learners and talk about
rhymes what a lullaby is.
• Play a recorded cradle song or lullaby to the hearing Review the lesson with
of learners. learners
• Lead learners to sing cradle songs/lullaby with correct
rhythm.
• Allow individual learners to sing a lullaby.
• Let learners brainstorm the importance of lullaby.
• Lead them to discuss the importance of cradle songs
to the baby.
• Write some of the benefits discussed on the board,
and allow learners to copy them into books.
E.g. It makes the baby sleep.
It makes the baby happy.
It enables the baby to play.
• Assist learners to discuss the importance of cradle
songs to the mother and caretaker.
E.g. It allows the mother to do her work. It helps the
mother to rest etc.
• Write the outcome from the discussion with the
learners.
• Let learners role play mother singing a lullaby and
holding a child.

Assessment: let learners sing cradle songs/lullaby with

the correct rhythms and discuss importance of cradle
songs/lullaby to the baby, mother and caretaker.
Engage • Ask a learner to explore a poem and listen to a poem What have we learnt
leaners to accompanied by audio. today?
sing songs • Let the learners perform the gestures that accompany
and recite
the poems.
familiar
• Explore a poem for learners to listen.
rhymes
• Lead learners to explore poems correctly
Review the lesson with
Assessment: let learners describe a poem of about six to learners
seven lines correctly
Engage • Let learners listen to a poem recital. What have we learnt
leaners to • Read a poem and discuss key issues in the poem. today?
sing songs • Let learners explore poems they know.
and recite
• Lead learners to recognise the key words in the poem
they explore.
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familiar • Put learners into groups and let the groups discuss
rhymes the key issues and present to the class. Review the lesson with
• Allow a learner to explore a poem for learners to learners
listen.
• Allow learners to write down what they think about
the poem and let them discuss.
• In groups, help learners to discuss the theme of the
poem.

Assessment: let learners identify the key words in the

poem and discuss the theme of the poem.

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NANA FIIFI ACQUAH

TERM ONE
BASIC FIVE
WEEK 2
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Songs , Poems
B. Reading B. Phonics
C. Grammar Usage At Word C. Nouns
D. Writing D. Paragraph Development
E. Using Writing Conventions E. Using Capitalisation
F. Extensive Reading F. Building the Love and Culture of Reading
Indicator (code) (B5.1.1.1.1 B5.1.3.1.1) B5.2.2.1.1 B5.3.1.1.1 B5.4.3.1.1 B5.5.1.1.1. B5.6.1.1.1.
Content standard (code) (B5.1.1.1. B5.1.3.1.) B5.2.2.1. B5.3.1.1. B5.4.3.1. B5.5.1.1. B5.6.1.1..
Performance Indicator A. Learners can explain the central messages in songs. Respond to poems by
discussing their central messages and expressing own opinion
B. Learners can Apply common phonic generalisations (e.g. hard and soft “c”
and “g”) when reading continuous texts.
C. Learners can identify and use: nouns - refer to festivals; Count/non-count,
Singular, Plural (regular, irregular), plural without plural marker,
D. Learners can 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
features
E. Learners can Follow appropriate mechanical convention
F. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
NANA FIIFI ACQUAH
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref:

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A.ORAL LANGUAGE What have we learnt
learners to • Have learners sing some familiar patriotic songs. today?
sing songs • Have learners listen to you sing a selected song.
and recite • Guide learners to sing lines of the song with Ask learners to
familiar appropriate stress and rhythm. summarize the main
rhymes • Let them sing individually and in groups. points in the lesson
• Using questions discuss the central message of the
target song: Who composed this song? What is the
song telling us?
• Invite individuals to explain the central message(s) of
the song.

• Ask learners to recite a poem of their choice with

actions.
• Choose a poem appropriate for the grade level.
• Recite and act out the poem as learners listen
attentively to you and observe.
• Allow some individual learners to recite as others
listen.
• Lead learners to recite lines of the poem with correct
stress, clapping and tapping out the rhythm.

Assessment: let learners explain the central messages

in songs and poems

Tuesday Engage B.READING What have we learnt

learners to e.g. today?
sing songs “c” as in country and cell
and recite “g” as in gain and age
NANA FIIFI ACQUAH
familiar • Review the hard form of the sound, e.g. “c” as in cut; Ask learners to
rhymes “g” as in get. summarize the main
• Introduce the soft form using lots of examples, e.g. points in the lesson
“c” as in centre, cent, circle; “g” as in gent, gin, etc.
• In groups, encourage learners to come out with words
in which the sounds occur.
• Have each group read their words to the class and
then publish it on the walls of the classroom for
learners to go round to read.

Assessment: let learners mention words in which the

sounds occur.

Wednesday Engage C.GRAMMAR What have we learnt

learners to Proper nouns today?
sing songs • Introduce the concept in context.
and recite E.g. Christmas is coming. Ask learners to
familiar The people of Ga celebrate Homowo. summarize the main
rhymes - In pairs have learners give more examples of festivals points in the lesson
and write them as proper nouns.

Count and non-count nouns.

• Revise the concept of proper nouns and common
nouns. (Proper nouns refer to particular nouns such as
names of people, places, mountains, etc.)
• Elicit examples from learners.
• Briefly discuss what common nouns are giving and
eliciting several examples.
• Use several examples to explain and exemplify count
and non-count nouns and provide activities for practice.

Assessment: let learners use nouns to form sentences

Thursday Engage D.WRITING What have we learnt

learners to • Work with learners to select sample texts from a today?
sing songs variety of models of writing from learners’ readers and
and recite teacher’s resources e.g. newspapers, magazines etc. Ask learners to
familiar You may take learners to the library for this exercise. summarize the main
rhymes Examples of modes of writing. points in the lesson
i. Process
ii. Narration
iii. Description
iv. Comparison
v. Problem solution
vi. Classification
vii. Argument
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• 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: let learners choose one of the modes of

writing, to write on
Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to Ask individual learners to write a formal letter each on a today?
sing songs given topic paying attention to correct use of capital
and recite letters, the full stop, comma, question mark, Ask learners to
familiar exclamation mark, quotation mark, apostrophe, hyphen summarize the main
rhymes etc. points in the lesson

Assessment: let learners write a formal letter each on

a given topic
Friday Guide E.EXTENSIVE READING Have learners to tell
learners to • Have learners read independently books of their what they read to the
choose and choice during the library period. whole class
read books • Learners think-pair-share their stories with peers.
during the • Ask each learner to write a-two-three paragraph
library summary of the book read.
period • Invite individuals to present their work to the class for
feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-
paragraph summary of each book read

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……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

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

Indicator (code) B5.1.1.1.3 B5.1.1.1.4

Content standard (code) B5.1.1.1. B5.1.1.1.
Performance Indicator Learners can identify numbers in different positions around a given number in a
number chart
Learners can compare and order whole numbers up to 100,000 and represent the
comparison using ">, <, or ="
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref:

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
NANA FIIFI ACQUAH
Monday Sing songs Display a number chart in multiples of 1,500 between Review the lesson with
like: 10,000 and 1000,000 and lead learners identify Learners
numbers in different positions around a given number.
Put learners in pairs and give each group a number grid
I’m
and have them identify numbers in different positions
counting around a chosen number
one, what
is one
10,000 11,500 12,000 13,500 15,000 16,500
20,000 21,500 22,000 23,500 24,000 25,500
30,000 31,500 33,000 34,500 36,000 37,500
40,000 41,500 43,000 44,500 46,000 47,500
50,000 51,500 53,000 54,500 56,000 57,500
60,000 61,500 63,000 64,500 66,000 67,500

Assessment: have learners to practice with more

examples
Tuesday Sing songs Display a number chart in multiples of 1,500 between Review the lesson with
like: 10,000 and 1000,000 and lead learners identify Learners
numbers in different positions around a given number.
Put learners in pairs and give each group a number grid
I’m
and have them identify numbers in different positions
counting around a chosen number
one, what
is one
1 - One is 10,000 11,500 12,000 13,500 15,000 16,500
one alone, 20,000 21,500 22,000 23,500 24,000 25,500
alone it
30,000 31,500 33,000 34,500 36,000 37,500
shall be.
40,000 41,500 43,000 44,500 46,000 47,500
50,000 51,500 53,000 54,500 56,000 57,500
60,000 61,500 63,000 64,500 66,000 67,500

Assessment: have learners to practice with more

examples
Wednesday Sing songs Review the lesson with
like: Learners identify numbers which are 10,000 more or Learners
10,000 less than a given six-digit number. E.g. 122,400
is 1,000 less than133,400 Learners use words such as:
I’m
“equal to” “greater than” “less than” and later use
counting symbols such as “<”, “=”, “>” to compare numbers up to
NANA FIIFI ACQUAH
one, what 10,000 taking into consideration the place value of each
is one digit in the given number. E.g. 251200 =
251,200; 132,734 > 132,635

Assessment: have learners to practice with more

examples

Thursday Sing songs Learners work together in their groups to order a given Review the lesson with
like: set of numbers in ascending or descending Learners
order verbally and in writing. E.g. 1020, 1025, 2673,
2873,
I’m
counting
one, what
is one Assessment: have learners to practice with more
examples
Friday Sing songs Give two numbers between 10,000 and 100,000 to each Review the lesson with
like: group and encourage learners to say as many things as Learners
possible about the two numbers. For instance 1022345
and 1022534; 1022345 is less than (smaller than)
I’m
than1022534 or 1022534 is bigger than (greater than)
counting 1022345, or 1022345 is almost 200 less than 1022534
one, what etc
is one

Assessment: have learners to practice with more

examples

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……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : DIVERSTY OF MATTER Sub-strand : LIVING AND NON-LIVING THINGS

Indicator (code) B5.1.1.1.1

Content standard (code) B5.1.1.1.
Performance Indicator Learners can know the life processes of living things (growth, sensitivity to the
environment, respiration and excretion)
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Engage learners to watch pictures or animated videos What have we learnt
learners to of different living things (e.g. birds, insects, trees, today?
sing songs reptiles, mammals, etc.) and comment on them.
and recite • Ask learners to identify the names of the living things Ask learners to
familiar from the video. summarize the
rhymes • Use relevant examples and illustrations to important points of the
demonstrate or explain sensitivity, respiration and lesson
excretion as life processes.
NANA FIIFI ACQUAH
Assessment: let learners explain excretion as life
processes.

Thursday Engage • Assist learners to understand growth by observing a What have we learnt
learners to seedling and a mature plant of the same kind. today?
sing songs • Let learners breathe in and out to demonstrate
and recite respiration. Project: Learners plant
familiar a seed and observe its
rhymes Plants show movement within their parts and animals growth pattern.
move from place to place.
• Learners to collect
Assessment: let learners explain respiration as life and bring a variety of
processes. everyday materials
from the home, school
and community.
Examples should
include 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 for the next
lesson

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

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

Indicator (code) B5.2.1.1.1

Content standard (code) B5.2.1.1.
Performance Indicator Learners can describe how our ancestors lived in ancient times
(before the 15th century) and compare it with how we live today.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing the brain
for learning)
Tuesday Engage learners to 1. Identify the kinds of food they ate, What have we learnt today?
sing songs and recite the clothes they wore and how they
familiar rhymes travelled etc. Ask learners to summarize
the main points in the lesson
How did our 2. Compare life today to life in
ancient days. e.g. Food eaten,
ancestors live?
Clothes worn, Mode of travel,
Compare how our
buildings, Communication, Trading,
ancestors lived and Professions and Technology.
how we live today?
Assessment: let learners compare life
today to life in ancient days.
NANA FIIFI ACQUAH
Thursday Engage learners to Produce a photo album (Tactile What have we learnt today?
sing songs and recite photo album for visually impaired) of
familiar rhymes family members including learners. To Visit ancient sites and
museums as next lesson
Assessment: let learners produce a
photo album

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL ABOUT US Sub-strand : Nature of God

Indicator (code) B5.1.1.1.1.

Content standard (code) B5.1.1.1.
Performance Indicator Learners can explain that human beings are unique compared to other creatures

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

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners in groups reflect and make a poster on the What have we learnt
learners to characteristics of human beings that make them today?
sing songs different from other creatures e.g. having a unique
and recite personality, ability to be creative and think rationally, Ask learners to
familiar ability to communicate and collaborate, ability to summarize the main
rhymes exercise judgement and make choices between right points in the lesson
and wrong, ability to learn.
Learners display their posters for class discussion and
peer-review
NANA FIIFI ACQUAH
Assessment: Let learners make a poster on the
characteristics of human beings that make them
different from other creatures
Thursday Engage Learners reflect on why God created human beings and What have we learnt
learners to why God made man different from other creatures. today?
sing songs Learners debate on the topic ‘animals do not reason’.
and recite Ask learners to
familiar Assessment: Let learners write a debate on the topic summarize the main
rhymes ‘animals do not reason’. points in the lesson

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT Sub-strand : LOCOMOTOR SKILLS

PATTERNS

Indicator (code) B5.1.1.1.2:

Content standard (code) B5.1.1.1.
Performance Indicator Learners can skip and leap continuously

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

Keywords

T. L .R. (s) Cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners Learners bend their knees, push against the ground to What have we learnt
jog round a skip and leap as many times as they can at their own today?
demarcate pace in a demarcated area. Learners practice the
d area in activities as individuals and in groups at their own pace. Use answers to
files while Organise competitions for learners in groups. End the summarise the lesson.
singing and lesson with cool down activities and use questions to
clapping to summarise the lesson
warm-up
the body
for
maximal
NANA FIIFI ACQUAH
performan
ce and to
prevent
injuries

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : His Creation and Attributes Sub-strand : God the Creator

Indicator (code) B5.1.1.1.1:

Content standard (code) B5.1.1.1.
Performance Indicator Learners can explain how special each individual is.

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

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage • Put learners into groups according to: height, colour, What have we learnt
learners to mass, intelligence, etc. today?
sing songs • Let learners put in writing how different they are
and recite from each other. Ask learners to
familiar summarize the main
rhymes Assessment: let learners write how different they are points in the lesson
from each other

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : INTRODUCTION TO COMPUTING Sub-strand : INTRODUCTION TO MS-WINDOWS INTERFACE

Indicator (code) B5.1.1.1.1. B5.1.2.1.2 B5.1.2.1.3

Content standard (code) B5.1.1.1. B5.1.2.1. B5.1.2.1.
Performance Indicator  Learners can list the features of Windows Interface
 Learners can personalise the Desktop Background and edit its images (e.g.
image, icons and Taskbar of the background).
 Learners can recognise how to customise the Desktop Background using
Change Background, Start menu and Pin to taskbar or start menu.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to list the features (i.e. Start Menu What have we learnt
learners to Returns, Cortana on Desktop, Xbox App, Project Spartan today?
Wednesday sing songs Browser, etc.) and compatibility issues of Windows 10.
and recite Do this by using leading questions, or any other Ask learners to
familiar method. summarize the main
rhymes points in the lesson
Guide learners to create their own background picture
using any application (e.g. paints). Guide them to use it
as background picture.
NANA FIIFI ACQUAH

Guide learners to identify and use task bar, start menu,

etc.

Assessment: Let learners create their own background

picture using any application

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Performing Arts Sub-strand : Thinking and Exploring Ideas

Indicator (code) B5 2.1.1.1

Content standard (code) B5 2.1.1.
Performance Indicator Learners can Explore and study some compositions and performances of Ghanaian
and other African performing artists living in Africa and discuss how their works
reflect the history and culture of the people of Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to Study the compositions and performances of today?
sing songs Ghanaian and other African performing artists (e.g. Salif
and recite Keita, Angelique Kidjo, Chinua Achebe, Jack Mapanje, Ask learners to
familiar Dada Masilo, Anton Robert Krueger, Hugh Masekela, summarize the main
rhymes Miriam Makeba, Asabea Cropper, John Okafor, points in the lesson
OsitaIkema) by
a) gathering information through OERs: library studies,
internet surfing recorded videos, documentaries and
NANA FIIFI ACQUAH
other social media, as well as visits to recording studios,
theatre, festival, cultural performances, concert parties,
For example, ‘Things fall Apart’ by Chinua Achebe, and
‘Shaka the Zulu’ a South African television series was
written by Joshua Sinclair and directed by William C.
Faure;
b) appreciate: discuss the compositions and
performances of selected artists and find out how their
works reflect the history and culture of Africans;

Assessment: let learners describe some compositions

and performances of Ghanaian and other African
performing artists living in Africa and discuss how their
works reflect the history and culture of the people of
Africa
Wednesday Engage Learners are to: What have we learnt
learners to write a brief about any of the artists of their choice today?
sing songs using the following guidelines:
and recite - Name Ask learners to
familiar - Country of origin summarize the main
rhymes - Training points in the lesson
- Type of compositions and performances
- Title of some works
- Style.

Assessment: let learners describe some compositions

and performances of Ghanaian and other African
performing artists living in Africa and discuss how their
works reflect the history and culture of the people of
Africa

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Oral Language Sub-strand :

Listening and Story Telling
Dramatisation and Role Play
Indicator (code) B5.1.4.1.1.. B5.1.4.1.2 B5.1.5.1.1 B5.1.5.1.3
Content standard (code) B5.1.4.1... B5.1.4.1. B5.1.5.1. B5.1.5.1.
Performance Indicator  Learners should retell a folktale of about five scenes and discuss the
moral/values of it.
 Learners should recognise the characters in the folktales.
 Learners should narrate a story of about six to seven characters and
recognise the characters, setting and stage.
 Learners should perform a drama of about six to seven characters.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Ask learners to say what is done in the evenings when What have we learnt
leaners to there are no electrical gadgets around. today?
sing songs
and recite
NANA FIIFI ACQUAH
familiar • Discuss answers with learners and talk about
rhymes folktales.
• Tell a folktale to learners.
• Allow learners to retell the folktale. Review the lesson with
• Allow learners to discuss the structure of, and the learners
values/moral lessons in the folktale.
• In groups, let learners summarise the structure and
values of folktales and present to the class.

• Let a learner tell a folktale and discuss key issues

among themselves.
• Allow learners to recognise the characters in the
folktales.
• Let learners write briefly on the characters identified

Assessment: let learners retell a folktale of about five

scenes and discuss the moral/values of it and identify
the characters in the folktales
Engage • Assist learners to read a story of about three What have we learnt
leaners to paragraphs long. today?
sing songs • Discuss some unfamiliar words with learners.
and recite • Let learner retell the story in groups.
familiar • Discuss key considerations in issues in changing a
rhymes
story to a drama.
• Show a video clip to learners. Review the lesson with
• Put learners in groups to retell the story. learners
• Discuss with learners the features of a drama.
• Show learners the processes involved in changing a
story into drama.
• Assist learners to recognise the characters, setting,
costumes and the stage in a drama composed from the
story.

Assessment: let learners narrate a story of about six to

seven characters
Engage • Revise the features of a drama and the processes or What have we learnt
leaners to ways to change a story into a drama. today?
sing songs • Let learners mention some of the key points to be
and recite considered in turning a story into a drama.
familiar • Direct learners to perform a drama piece with the
rhymes
story line.
NANA FIIFI ACQUAH
Review the lesson with
Assessment: let learners perform a drama of about six learners
to seven characters.

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NANA FIIFI ACQUAH

TERM ONE
BASIC FIVE
WEEK 3
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. STORY TELLING
B. Reading B. Word Families
C. Grammar Usage At Word C. Nouns
D. Writing D. Paragraph Development
E. Using Writing Conventions E. Using Punctuation
F. Extensive Reading F. Building the Love and Culture of Reading
Indicator (code) B5.1.4.1.1 B5.2.3.1.1 B5.3.1.1.2. B5.4.3.1.1 B5.6.1.1.1. B5.5.2.1.1.
Content standard (code) B5.1.4.1. B5.2.3.1. B5.3.1.1. B5.4.3.1. B5.6.1.1. B5.5.2.1.
Performance Indicator A. Learners can demonstrate understanding of lessons in stories by making
relevant comments
B. Learners can use common minimal pairs to decode words. e.g. –sash, wash
C. Learners can Identify and use: nouns - refer to festivals; Count/non-count,
Singular, Plural (regular, irregular), plural without plural marker
D. Learners can 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
features
E. Learners can use punctuations: (the comma) to write an address; (the
apostrophe) in contraction
F. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.
NANA FIIFI ACQUAH

Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A.ORAL LANGUAGE What have we learnt
learners to Tell a story using the appropriate procedure or stages. today?
sing songs With examples, guide learners to identify the beginning,
and recite middle and ending. Ask learners to
familiar summarize the main
rhymes Invite learners to retell story sequentially. points in the lesson

Story Element: What are the key

details about this
story?

Who is the main

character?

What is the setting?

What event(s) happened

at the beginning of the
story?

What event(s) happened

at the middle of the
story?

What event(s) happened

at the end of the story?

Have learners take turns to comment on the story.

Assessment: let learners take turns to comment on the

story.
NANA FIIFI ACQUAH

Tuesday Engage B.READING What have we learnt

learners to • Give examples of minimal pairs, e.g. watch, catch today?
sing songs • In groups let learners come up with more examples
and recite • Select two paragraphs from the reading passage and Ask learners to
familiar let learners identify specific spelling patterns summarize the main
rhymes e.g. sh- fish, dish, sash, wash points in the lesson
th – both, tooth
• Drill learners on pronunciation of words.
• Learners read the words containing minimal pairs, e.g.
church, search, perch, fetch.
• Work together with learners to 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.

Assessment: let learners identify common minimal

pairs from reading passages and make a list on a chart

Wednesday Engage C.GRAMMAR What have we learnt

learners to Singular and Plural (regular, irregular) nouns today?
sing songs • Introduce singular and plural nouns in context.
and recite e.g. I need a table. Can you give me one of these tables? Ask learners to
familiar This child looks sick, but those children look healthy. summarize the main
rhymes • Have learners read the sentences and observe the points in the lesson
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, chair – chairs
− Irregular count nouns are nouns that do not take s or
es to form their plural.
e.g. child – children; ox – oxen; man – men; goose –
geese

Plural nouns without plural markers

• Have learners discover the plural nouns without plural
marker in context.
E.g. The sheep are grazing outside.
NANA FIIFI ACQUAH
I met a lot of people at the party.

Assessment: let learners use nouns to form sentences

Thursday Engage D.WRITING What have we learnt
learners to today?
sing songs • Put learners into small groups and assign each group a
and recite mode of writing Ask learners to
familiar Examples of modes of writing. summarize the main
rhymes i. Process points in the lesson
ii. Narration
iii. Description
iv. Comparison
v. Problem solution
vi. Classification
vii. Argument
• 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
Jumble the paragraphs and have learners in groups re-
arrange the paragraphs into a coherent piece.
• Encourage learners to use search engines to search
for the different modes of writing they have studied.
• Discuss the various modes of writing with learners.
Have learners read a text to identify the structure of
each mode.

Assessment: let learners choose one of the modes of

writing, to write on
Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Revise the use of the comma before and after "Yes" today?
sing songs and "No" in sentences; after addressing a person, e.g.
and recite Kofi, can you help me? Ask learners to
familiar • Introduce the use of the comma to write an address, summarize the main
rhymes and the apostrophe in contraction in context. Provide points in the lesson
sample sentences/texts for learners to identify the
target punctuations. Introduce one punctuation at a
time
e.g. I live at Adu Street, Adukrom.
They can't do the work.
• Have learners practise using the comma to write an
address, and the apostrophe in contraction. Give pairs
of learner’s unpunctuated sentences/texts to
punctuate.
NANA FIIFI ACQUAH

Assessment: Give learners unpunctuated

sentences/texts to punctuate.
Friday Guide E.EXTENSIVE READING Have learners to tell
learners to • Have learners read independently books of their what they read to the
choose and choice during the library period. whole class
read books • Learners think-pair-share their stories with peers.
during the • Ask each learner to write a-two-three paragraph
library summary of the book read.
period • Invite individuals to present their work to the class for
feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-
paragraph summary of each book read

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

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

Indicator (code) B5.1.1.1.5 B5.1.1.1.6

Content standard (code) B5.1.1.1. B5.1.1.1.
Performance Indicator  Learners can round (off, up, down) whole numbers up to 100,000 to the
nearest ten thousands, thousands, hundreds and tens.
 Learners can skip count forwards and backwards in 500s 1000s etc. up to
and from 100,000
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
NANA FIIFI ACQUAH
Monday Sing songs Learners round off numbers to the nearest 10,000, Review the lesson with
like: 1000 and 100. For instance; 129,500 is approximately Learners
130,000 and 19100 as approximately 19,000

I’m
counting
one, what Assessment: have learners to practice with more
is one examples
Tuesday Sing songs Review the lesson with
like: 2 Learners round up and round down to estimate sums Learners
and differences
NB: To round down learners consider the smaller of the
I’m
two approximated numbers, while round up considers
counting the bigger of the two numbers. The table below may
one, what bring the meaning of these two concepts clearer
is one 214765 Round Round Round
1 - One is up down off
one alone,
to the nearest 214770 214760 214770
alone it
ten
shall be.
to the nearest 214800 214700 214800
hundred
to the nearest 215000 214000 215000
thousand

Assessment: have learners to practice with more

examples
Wednesday Sing songs Put learners into convenient groups. A learner mention Review the lesson with
like: a number and another makes skip count in 500s or Learners
1000s to include the fifth count. For instance. Learner
1: Shout out “15290”skip counting up in 500s Learner 2:
I’m
15790, 16290, 17290, 17790, 18290, etc. Learner 3;
counting Shout out “31285”skip counting up in 1000s Learner 4;
one, what 32285, 33285, 34285, 35285, 36285….etc
is one.

Assessment: have learners to practice with more

examples
Thursday Sing songs Skip count forwards and backwards by 50s and Review the lesson with
like: between 1000 and 10000 that are multiples of 50s and Learners
100s but make an error or leave out a number.
Challenge learners to identify or correct error.
I’m
counting
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one, what Assessment: have learners to practice with more
is one examples

Friday Sing songs Review the lesson with

like: Skip count forwards and backwards by 50s and Learners
between 1000 and 10000 that are multiples of 50s and
100s but make an error or leave out a number.
I’m
Challenge learners to identify or correct error.
counting
one, what Assessment: have learners to practice with more
is one. examples

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : DIVERSITY OF MATTER Sub-strand : MATERIALS

Indicator (code) B5.1.2.1.1

Content standard (code) B5.1.2.1.
Performance Indicator Learners can classify everyday materials based on their properties (soft, hard,
rough, smooth, opaque, transparent and bendable)
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage • Learners to collect and bring a variety of everyday What have we learnt
learners to materials from the home, school and community. today?
sing songs Examples should include cotton wool, pieces of cloth,
and recite pieces of paper, cardboard, wood, plastics, polythene Ask learners to
familiar bags (coloured and transparent), soil samples, marbles summarize the
rhymes (rough and smooth) chalk, crayon, pen and straw. important points of the
• Learners are assisted to sort and group the materials lesson
based on texture (hard or soft), and size (big or small).
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• Demonstrate by assisting learners to group materials
into those that we can see through (transparent) and
those that we cannot see through (opaque).
• Learners sort the materials into those that can bend
and those that cannot bend.
• Learners feel and draw materials that are hard, soft,
smooth, etc.
• Learners are tasked to display their drawings in class
for discussion.

Assessment: let learners classify everyday materials

based on their properties
Thursday Engage • Learners are assisted to know that the properties of a What have we learnt
learners to given material enable it to be used for making certain today?
sing songs products, e.g. clay is used for making pots because it Ask learners to
and recite can be moulded without breaking. Raffia palm is used in summarize the
familiar basketry because it can bend easily. important points of the
rhymes • Learners work in groups to classify different materials lesson
based on various similarities and differences.

Project: Learners 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.

Assessment: let learners identify properties of a given

material enable it to be used for making certain
products,

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

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

Indicator (code) B5.2.1.1.1

Content standard (code) B5.2.1.1.
Performance Indicator Learners can describe how our ancestors lived in ancient times (before the 15th
century) and compare it with how we live today.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage What have we learnt
learners to Visit ancient sites and museums today?
sing songs
and recite Assessment: let learners describe how our ancestors
familiar lived in ancient times
rhymes
Thursday Engage What have we learnt
learners to Use videos/ documentaries/internet to highlight how today?
sing songs life today has changed from the past
NANA FIIFI ACQUAH
and recite Assessment: let learners compare life today to life in Ask learners to
familiar ancient days. summarize the main
rhymes points in the lesson

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL ABOUT US Sub-strand : Myself

Indicator (code) B5.1.2.1.1.

Content standard (code) B5.1.2.1.
Performance Indicator Learners can describe changes that occur during adolescence

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

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners brainstorm on the term, Adolescence e.g. What have we learnt
learners to Young people are people within the ages 10 -24 and today?
sing songs the adolescent falls within this group. Adolescence is a
and recite period of transition between childhood and adulthood. Ask learners to
familiar It occurs between the ages of 10 and 19 years (WHO, summarize the main
rhymes 1968). points in the lesson

Group learners in their sex groups to discuss the

changes that take place in their own sex during
adolescence and present to class e.g.
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Physical changes in boys

e.g. breaking of voice, broadening of the chest,
enlargement of testes and penis, growth of armpit,
facial and pubic hair, acquisition of excess energy, acne
(pimples) may develop on the face, growth in height
and weight,

Some physical changes in girls

e.g. development of breast, broadening of hips, growth
of armpit and pubic hair, onset of ovulation and
menstruation, acquisition of excess

Assessment: Let learners describe physical changes

that occur during adolescence
Thursday Engage Group learners in their sex groups to discuss the What have we learnt
learners to changes that take place in their own sex during today?
sing songs adolescence and present to class e.g.
and recite Ask learners to
familiar Some emotional and psychological changes in both summarize the main
rhymes boys and girls e.g. easily irritated (anger), worry/fear, points in the lesson
love (strong attachment to the opposite sex), shyness,
excitement, happiness/sadness, adventurous

Assessment: Let learners describe emotional and

psychological changes that occur during adolescence

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT Sub-strand : MANIPULATIVE SKILLS

PATTERNS

Indicator (code) B5.1.2.1.1

Content standard (code) B5.1.2.1.
Performance Indicator Learners can roll ball using a stick through obstacles (arranged cones)

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

Keywords

T. L .R. (s) Cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners Arrange ten cones in a straight form and zigzag. What have we learnt
jog round a Learners roll balls through in turns. As learners move, today?
demarcate the teacher checks their movements, control of the
d area in balls with the stick and gives corrective feedback for Use answers to
files while correct mastery of skill. Learners are allowed to summarise the lesson.
singing and progress at their own pace during practice. Organise
clapping to competition for learners. End the lesson with cool down
warm-up activities and use questions to summarise the lesson.
the body
for
maximal
NANA FIIFI ACQUAH
performan
ce and to
prevent
injuries

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

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

Indicator (code) B5.1.1.1.2:

Content standard (code) B5.1.1.1.
Performance Indicator Learners can state the qualities of God that humankind should demonstrate.

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

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage • Let learners mention qualities of God that humankind What have we learnt
learners to should demonstrate: love, patience, mercy, kindness, today?
sing songs forgiveness, honesty, accountability etc.
and recite • Let learners discuss among those qualities of God Ask learners to
familiar they should possess to make them God’s children summarize the main
rhymes points in the lesson
Assessment: let learners state the qualities of God that
humankind should demonstrate

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : INTRODUCTION TO COMPUTING Sub-strand : DATA, SOURCES AND USAGE

Indicator (code) B5.1.3.1.1. B5.1.3.1.2 B5.1.3.1.3 B5.1.3.1.4

Content standard (code) B5.1.3.1. B5.1.3.1. B5.1.3.1. B5.1.3.1.
Performance Indicator  Learners can use strategies for identifying data from results of an
experiment.
 Learners can identify primary sources of information e.g. photographs,
audio, video recordings, letters etc.
 Learners can identify secondary sources of information e.g. radio, fax,
telephones calls, SMS etc.
 Learners can demonstrate sending and sharing information e.g. arranging
data, sorting and calculations etc.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to identify the types of data (qualitative What have we learnt
learners to and quantitative) by asking leading questions. Task today?
Wednesday sing songs them to convert data from one format to another
and recite without losing its value.
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familiar Guide learners to mention or talk about primary Ask learners to
rhymes sources of information. Task learners to record data summarize the main
from the primary source and bring them to class for points in the lesson
discussion. List items recorded and ask learners to
group according to their similarities.

Guide learners to mention or talk about where one can

receive or send information by asking leading
questions. Task learners to record data from the news
on the radio and bring to class for discussion. List items
recorded and ask learners to group according to their
similarities.

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.

Assessment: Let learners sort data in alphabetical

order

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Visual arts Sub-strand : Thinking and Exploring Ideas

Indicator (code) B5 1.2.2.1

Content standard (code) B5 1.2.2.
Performance Indicator Learners can experiment with available relevant visual arts media and methods to
create own visual artworks that reflect the physical and social environments of
some African communities
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to explore the local environment to select available today?
sing songs materials and tools that are good for making artworks
and recite study and experiment with available materials and Ask learners to
familiar tools to create simple artworks that reflect the physical summarize the main
rhymes and social environments of some African communities points in the lesson
using appropriate methods and skills: e.g.
- clay, plasticine, papier mâché (paper pulp), etc. for
modelling and casting;
NANA FIIFI ACQUAH
- straw, yarn, paper, etc. for weaving;
- odds and ends for constructing and assembling;
- brushes and paint for painting;
discuss and share their experiences through jury and
peer review;
use available materials in the environment to make
artworks similar to the works studied;
discuss and compare their artworks to the artworks
studied.

Assessment: let learners create own visual artworks

that reflect the physical and social environments of
some African communities
Wednesday Engage Learners are to: What have we learnt
learners to explore the local environment to select available today?
sing songs materials and tools that are good for making artworks
and recite study and experiment with available materials and Ask learners to
familiar tools to create simple artworks that reflect the physical summarize the main
rhymes and social environments of some African communities points in the lesson
using appropriate methods and skills: e.g.
- craft tools for perforating, shaping and punching;
- folding and shaping paper to make origami and
quilling;
- spatula and scooping tools for modelling;
- needle for sewing, etc.
discuss and share their experiences through jury and
peer review;
use available materials in the environment to make
artworks similar to the works studied;
discuss and compare their artworks to the artworks
studied.

Assessment: let learners create own visual artworks

that reflect the physical and social environments of
some African communities

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Reading Sub-strand : Phonics: Letter Sound Knowledge

Indicator (code) B5.2.4.1.1 B5.2.4.1.2 B5.2.4.1.3

Content standard (code) B5.2.4.1. B5.2.4.1. B5.2.4.1.
Performance Indicator  Learners should read and recognise words with familiar sounds..
 Learners should read and recognise diagraphs in words found in
paragraphs.
 Learners should blend two or more syllables to form words and read them
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Ask learners to mention some sounds of the letters of What have we learnt
leaners to the alphabet. today?
sing songs • Write down some of these sounds on the board.
and recite • Select one sound and lead learners to form words
familiar using that sound.
rhymes
• Read to learners words with familiar sounds.
NANA FIIFI ACQUAH
• Assist learners to read and recognise word with Review the lesson with
familiar sounds at word medial. learners
• Read to learners some simple poems.
• In groups, lead learners to read simple poems of
about ten lines.
• Ask learners to note the words in the poems that have
similar sounds.
• Group the words identified and categorise them into
words with similar sounds.

Assessment: let learners identify words with familiar

sounds..
Engage • Let learners mention some words and write them on What have we learnt
leaners to the board. today?
sing songs • Group the words into two: those without diagraphs
and recite and those with diagraphs.
familiar • Write out the diagraphs on the board and pronounce
rhymes
them to the hearing of learners.
• Assist learners to recognise diagraphs in the words in Review the lesson with
a given paragraph. learners
• Call learners to write the diagraphs identified from
the words on the board.
• Group the diagraphs and put learners into groups and
ask learners to form more words with the diagraph
assigned to each group.

Assessment: let learners identify diagraphs in words

found in paragraphs.
Engage • Let learners mention some words and write them on What have we learnt
leaners to the board. today?
sing songs • Divide the words into syllables and discuss with
and recite learners.
familiar • Allow learners to use some of the syllables to form
rhymes
new words.
• Let learners say the words to the class and write some Review the lesson with
on the board. . learners
• Assist learners to blend two or more syllables to form
words and read them.
• Let learners use some of the words to form sentences
orally.
NANA FIIFI ACQUAH
Assessment: let learners blend two or more syllables to
form words and read them

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NANA FIIFI ACQUAH

TERM ONE
BASIC FIVE
WEEK 4
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Dramatization and Role Play
B. Reading B. Diphthongs
C. Grammar Usage At Word C. Determiners
D. Writing D. Paragraph Development
E. Using Writing Conventions E. Using Punctuation
F. Extensive Reading F. Building the Love and Culture of Reading
Indicator (code) B5.1.5.1.1. B5.2.4.1.1 B5.3.2.1.1 B5.4.3.1.2 B5.5.2.1.1. B5.6.1.1.1.
Content standard (code) B5.1.5.1. B5.2.4.1. B5.3.2.1. B5.4.3.1. B5.5.2.1. B5.6.1.1.
Performance Indicator A. Learners can use costume to dramatise or role-play parts/whole of stories
B. Learners can use closing diphthongs, e.g. /aƱ/, /eƱ/to make meaningful
sentences
C. Learners can identify and use indefinite and definite articles “a” and “an” to
refer to a person, animal, event, time or objects in general
D. Learners can identify the main idea and minor ideas/supporting details in a
paragraph
E. Learners can use punctuations: (the comma) to write an address; (the
apostrophe) in contraction
F. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords
NANA FIIFI ACQUAH

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A.ORAL LANGUAGE What have we learnt
learners to • Lead learners to select a familiar story for today?
sing songs dramatisation.
and recite • Ask questions to review the story. Ask learners to
familiar • Assign groups to prepare (share roles, select costume summarize the main
rhymes and rehearse) and dramatise/role-play the story using points in the lesson
improvised lines.
• Invite groups to perform for the class to critique their
performances.

Assessment: let learners costume to dramatise or role-

play parts/whole of stories

Tuesday Engage B.READING What have we learnt

learners to • Revise the activity on minimal pairs words. Let today?
sing songs learners pick partners, think-pair-share. Learners use
and recite their rhyming words in meaningful sentences. Ask learners to
familiar • Introduce words that contain the target diphthongs, summarize the main
rhymes one at a time, by writing examples on the board e.g. points in the lesson
/eƱ/ - go, no, boat, load etc.
/aƱ/ - how, fowl etc.
Note: Do not write the symbols of the sounds
• Learners read and identify the common sound in the
words. In groups learners make a list of words
containing diphthongs and use some in sentences e.g.
she says today is pay day.

Assessment: let learners use closing diphthongs, e.g.

/aƱ/, /eƱ/to make meaningful sentences

Wednesday Engage C.GRAMMAR What have we learnt

learners to • Provide an appropriate text containing abstract, today?
sing songs concrete nouns.
and recite
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familiar • Revise the lesson on nouns. Use the same text to Ask learners to
rhymes introduce definite, indefinites and zero articles. Guide summarize the main
learners with examples to list the articles in the points in the lesson
passage.
• Help learners to form sentences using the articles.

Assessment: let learners use indefinite and definite

articles “a” and “an” to form sentences

Thursday Engage D.WRITING What have we learnt

learners to • Display a Model Paragraph, e.g. today?
sing songs The children of Boti go to great lengths to seek the
and recite power of education and reading. For example, they Ask learners to
familiar build their own school at the beginning of the year! To summarize the main
rhymes do this, they use mud to make bricks to build the walls points in the lesson
and desks. They use grass and saplings and make a roof.
Also, the children of Boti work very hard studying
during the school year. Every day they learn something
new. Finally, at the end of the year, their minds become
fat with knowledge. This is how the children of Boti
work hard to seek the power of education and reading.

• Have learners read it (or read it to them).

Have them do Think-Pair-Share and answer the
questions:
i. What is this paragraph about?
ii. How do you know?

• Guide learners towards the idea that the main idea of

the paragraph is revealed in the first sentence.
Underline the first sentence of the paragraph and write
“Topic Sentence” in the margin next to it.

• Guide learners to identify the details of the paragraph

and the sentences that contain these details.
• Repeat the same process for other sentences.
• Have learners write their own paragraphs (Guide
them to select a topic). Move round to support them.

Assessment: let learners identify the main idea and

minor ideas/supporting details in a paragraph
Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Revise the use of the comma before and after "Yes" today?
sing songs and "No" in sentences; after addressing a person, e.g.
and recite Kofi, can you help me? Ask learners to
familiar • Introduce the use of the comma to write an address, summarize the main
rhymes and the apostrophe in contraction in context. Provide points in the lesson
NANA FIIFI ACQUAH
sample sentences/texts for learners to identify the
target punctuations. Introduce one punctuation at a
time
e.g. I live at Adu Street, Adukrom.
They can't do the work.
• Have learners practise using the comma to write an
address, and the apostrophe in contraction. Give pairs
of learners unpunctuated sentences/texts to punctuate.

Assessment: Give learners unpunctuated

sentences/texts to punctuate.
Friday Guide E.EXTENSIVE READING Have learners to tell
learners to • Have learners read independently books of their what they read to the
choose and choice during the library period. whole class
read books • Learners think-pair-share their stories with peers.
during the • Ask each learner to write a-two-three paragraph
library summary of the book read.
period • Invite individuals to present their work to the class for
feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-
paragraph summary of each book read

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: Mathematics CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

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

Indicator (code) B5.1.1.2.1 B5.1.1.2.2

Content standard (code) B5.1.1.2. B5.1.1.2.
Performance Indicator  Learners can recognize roman Numerals system up to C (i.e. 100)
 Learners can count and convert Hindu Arabic numbers to Roman numerals
up to 100 (C) and vice versa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Sing songs Review the lesson with
like: Display roman numeral charts (1-100) arranged in Learners
sequential order and lead learners to identify the
NANA FIIFI ACQUAH
I’m numerals. Learners identify the main characters of the
counting roman numerals used to build the table up to 30 i.e. I,
one, what II, III, IV, V, X, L and C
is one
Assessment: have learners to practice with more
examples
Tuesday Sing songs Have learners match the Roman numerals to the Hindu- Review the lesson with
like: Arabic numerals for instance I = 1; V= 5: IX= 9, XV= 15, Learners
XXX = 30, XL = 40, LVI = 56, XCIX = 99. Mention some
numerals randomly and have learners point at it on the
I’m
chart.
counting
one, what
is one Assessment: have learners to practice with more
. examples

Wednesday Sing songs Learners read the chart sequentially forwards and Review the lesson with
like: backwards, vertically (up and down), zig-zag, diagonally Learners
and randomly without pointing to the numbers. Invite
2-3 learners to read to the class. Call a Roman numeral
I’m
and ask learners to write
counting
one, what Assessment: have learners to practice with more
is one examples
Thursday Sing songs Give learners a numeral in the Hindu Arabic system and Review the lesson with
like: have learners convert to roman numeration and vice Learners
versa for instance XXIV = 24, LX = 60, XCIV = 94, ETC.
I’m
Assessment: have learners to practice with more
counting examples
one, what
is one

Friday Sing songs Review the lesson with

like: Give learners a numeral in the Hindu Arabic system and Learners
have learners convert to roman numeration and vice
versa for instance XXIV = 24, LX = 60, XCIV = 94, ETC.
I’m
counting Assessment: have learners to practice with more
one, what examples
is one

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……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : CYCLES Sub-strand : EARTH SCIENCE

Indicator (code) B5.2.1.1.1

Content standard (code) B5.2.1.1.
Performance Indicator Learners can know how day and night are formed

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

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage • Assemble materials such as polystyrene (plastic) balls, What have we learnt
learners to football, ice-cream stick, torch, pen and globe. today?
sing songs • Learners are assisted to understand the terms,
and recite rotation and axis using a ball. Ask learners to
familiar • Explain how the motion of the earth causes day and summarize the
rhymes night, with the aid of a globe. important points of the
• Learners observe a demonstration of day and night, lesson
using appropriate materials, e.g. globe of the earth, blu
tac, and lamp without shade and a dark room.
NANA FIIFI ACQUAH
• Learners, in their groups, demonstrate the formation
of day and night using, polystyrene balls, ice-cream
stick, torch, pen and globe.

Assessment: let learners explain how day and night

come about
Thursday Engage Learners explain how day and night come about and What have we learnt
learners to draw diagrams to represent their work. today?
sing songs Ask learners to
and recite Assessment: let learners draw diagrams to represent summarize the
familiar how day and night come about. important points of the
rhymes lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

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

Indicator (code) B5.2.1.1.2

Content standard (code) B5.2.1.1.
Performance Indicator Learners can describe some ancient towns in Ghana.

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

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage 1. List some ancient towns and places in Ghana (Begho, What have we learnt
learners to Bono-Manso, Dawhenya, Eguafo, Kintampo, Salaga, today?
sing songs Daboya).
and recite 2. Locate some of these towns and places on a map of Ask learners to
familiar Ghana. summarize the main
rhymes points in the lesson
Assessment: let learners list some ancient towns and
places in Ghana
Which
were the
ancient
NANA FIIFI ACQUAH
towns in
Ghana?
Where
were they
located?
Thursday Engage Locate some of these towns and places on a map of What have we learnt
learners to Ghana. today?
sing songs
and recite Use the internet to learn about these places and share Ask learners to
familiar in class summarize the main
rhymes points in the lesson
Assessment: let learners locate some of these towns
and places on a map of Ghana
Which
were the
ancient
towns in
Ghana?
Where
were they
located?
Who
founded
them?

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……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

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

Indicator (code) B5.1.3.1.1.

Content standard (code) B5.1.3.1.
Performance Indicator Learners can explain the need to be a committed member of the family

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

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners mention behaviours and attitudes needed to What have we learnt
learners to be a committed family member e.g. taking part in today?
sing songs family activities, obedience to elders of the family,
and recite respect for family members, accepting responsibility Ask learners to
familiar (performing assigned duties), taking initiatives, helping summarize the main
rhymes needy relatives, be present at family meetings, respond points in the lesson
to family needs, etc.
Learners 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
NANA FIIFI ACQUAH
support system, to be considered a trustworthy person,
etc.

Assessment: Let learners explain the need to be a

committed member of the family
Thursday Engage Learners role play commitment to the family. The role What have we learnt
learners to play should have as a climax reward for being today?
sing songs committed.
and recite
familiar Assessment: Let learners explain the need to be a
rhymes committed member of the family

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……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT Sub-strand : MANIPULATIVE SKILLS

PATTERNS

Indicator (code) B5.1.2.1.2

Content standard (code) B5.1.2.1.
Performance Indicator Learners can perform simple small-group balance stunts by distributing weight and
base of support
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners Learner stands straight and hold on to another person. What have we learnt
jog round a Rise up and move as high as possible and distribute today?
demarcate body weight on toes. Organise competition for learners
d area in and use time declare winners based on how long it Use answers to
files while takes a member of the group loses a balance. End the summarise the lesson.
singing and lesson with cool down activities and use questions to
clapping to summarise the lesson
warm-up
the body
for
maximal
NANA FIIFI ACQUAH
performan
ce and to
prevent
injuries

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……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : God, His Creation and Attributes Sub-strand : God the Creator
Indicator (code) B5.1.1.1.2:
Content standard (code) B5.1.1.1.
Performance Indicator Learners can state how they can use their God-given unique qualities

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

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage • Let learners, in pairs or in groups, discuss how they What have we learnt
learners to can use their God-given unique qualities: today?
sing songs - Serve God and humankind,
and recite - Protect and preserve the environment, Ask learners to
familiar - Live together in harmony, summarize the main
rhymes - Contribute to development, etc. points in the lesson
• Let learners present their work for appreciation and
discussion in class

Assessment: let learners state how they can use their

God-given unique qualities

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……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : INTRODUCTION TO COMPUTING Sub-strand : TECHNOLOGY IN THE COMMUNITY

Indicator (code) B5.1.4.1.1 B5.1.4.1.2.
Content standard (code) B5.1.4.1. B5.1.4.1.
Performance Indicator  Learners can list the effects of technology on the community.
 Learners can explain the fundamentals of digital system components
(hardware, software and networks).
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.
Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page
DAY Phase 1: Phase 2: Main Phase 3:
Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to investigate the types and importance What have we learnt
learners to of compression of document today?
Wednesday sing songs Positive effects – health care, education,
and recite manufacturing, agriculture etc. Ask learners to
familiar Negative effects – resource depletion ,pollution, privacy summarize the main
rhymes and security etc. points in the lesson
Guide learners to brainstorm the basics of digital
system components such as hardware, software and
networks).

Assessment: Let learners explain the fundamentals of

digital system components

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Performing Arts Sub-strand : Planning, Making and Composing

Indicator (code) B5 2.2.2.1

Content standard (code) B5 2.2.2.
Performance Indicator Learners can Experiment with available relevant performing arts media and
techniques to create own performing artworks that reflect the history and culture
of the people of Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to today?
sing songs instruments, equipment, sounds, melody, rhythms,
and recite movement patterns that are good for Ask learners to
familiar composing/arranging and performing music, dance, summarize the main
rhymes drama, poems, appellations, etc.; points in the lesson
ruments,
equipment, sounds, movement patterns, melody, etc.
to perform some of the compositions of the Ghanaian
artists studied that reflect the history and culture of the
people of Africa;
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review

Assessment: let learners create own performing

artworks that reflect the history and culture of the
people of Africa
Wednesday Engage Learners are to: What have we learnt
learners to today?
sing songs instruments, equipment, sounds, melody, rhythms,
and recite movement patterns that are good for Ask learners to
familiar composing/arranging and performing music, dance, summarize the main
rhymes drama, poems, appellations, etc.; points in the lesson
ruments,
equipment, sounds, movement patterns, melody, etc.
to perform some of the compositions of the Ghanaian
artists studied that reflect the history and culture of the
people of Africa;

review

Assessment: let learners create own performing

artworks that reflect the history and culture of the
people of Africa

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Reading Sub-strand :

Phonics: Letter Sound Knowledge
Vocabulary (Sight and content vocabulary)
Indicator (code) B4.2.4.1.4 B5.2.5.1.1
Content standard (code) B4.2.4.1. B5.2.5.1.
Performance Indicator  Learners should recognise and say consonant clusters in words found in
paragraphs
 Learners should read paragraphs of passages aloud with correct
pronunciation and tone.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Let learners mention some words and write the words What have we learnt
leaners to on the board. today?
sing songs • Discuss the words on the board and bring out the
and recite sound combination differences.
familiar
rhymes
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• Write out the consonant clusters found in the words
on the board and read them aloud. Review the lesson with
• Let learners recognise words that contain consonant learners
clusters in a given paragraph.
• Let learners use the consonant clusters found to form
new words

Assessment: let learners say consonant clusters in

words found in paragraphs
Engage • Write some sentences on flashcards and show them What have we learnt
leaners to to learners. today?
sing songs • Ask some of the learners to say the words and then
and recite read the sentences in full.
familiar • In groups, guide learners to read sentences aloud with
rhymes
correct pronunciation and tone.
• Give a paragraph of a passage and allow learners to Review the lesson with
read in turns. learners
• With sentences card and learners in groups, help
learners to read paragraphs aloud with correct
pronunciation and tone.
• Give passages of about three paragraphs, and let
learners read in their groups.
• Call leaders of the groups to read the whole passage
to the class.

Assessment: let learners read paragraphs of passages

aloud with correct pronunciation and tone.
Engage • Write some sentences on flashcards and show them What have we learnt
leaners to to learners. today?
sing songs • Ask some of the learners to say the words and then
and recite read the sentences in full.
familiar • In groups, guide learners to read sentences aloud with
rhymes
correct pronunciation and tone.
• Give a paragraph of a passage and allow learners to Review the lesson with
read in turns. learners
• With sentences card and learners in groups, help
learners to read paragraphs aloud with correct
pronunciation and tone.
• Give passages of about three paragraphs, and let
learners read in their groups.
NANA FIIFI ACQUAH
• Call leaders of the groups to read the whole passage
to the class.

Assessment: let learners read paragraphs of passages

aloud with correct pronunciation and tone.

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TERM ONE
BASIC FIVE
WEEK 5
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Dramatization and Role Play
B. Reading B. Blends and Consonant Clusters
C. Grammar Usage At Word C. Determiners
D. Writing D. Writing as a Process
E. Using Writing Conventions E. Naming Words/Nouns
F. Extensive Reading F. Building the Love and Culture of Reading
Indicator (code) B5.1.5.2.1. B5.2.5.1.1 B5.3.2.1.2. B5.4.9.1.1. B5.5.3.1.1. B5.6.1.1.1.
Content standard (code) B5.1.5.2. B5.2.5.1. B5.3.2.1. B5.4.9.1. B5.5.3.1 B5.6.1.1.
Performance Indicator A. Learners can interpret moral values in plays/stories
B. Learners can orally produce two-syllable words by blending sounds
(phonemes), including consonant blends
C. Learners can Identify and use quantifiers to show qualities: ordinal first,
second etc.), a few/a little etc., both each/every, another, other,,fewer,
less, etc.
D. Learners can select a topic of choice on issues in their community,
brainstorm and organise ideas before writing
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-three-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.
NANA FIIFI ACQUAH
Keywords Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
T. L .R. (s)
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A.ORAL LANGUAGE What have we learnt
learners to • Select stories or plays recently watched or read by today?
sing songs learners.
and recite • Use questions to guide learners to identify the moral Ask learners to
familiar values (e. g. truthfulness, perseverance, etc.) in the summarize the main
rhymes story/play. points in the lesson
• Put learners in groups to interpret the moral values
identified and share their interpretation with the class.
• Have learners discuss how to apply those values to
day-to-day living.

Assessment: let learners interpret moral values in

plays/stories

Tuesday Engage B.READING What have we learnt

learners to • Learners individually make meaningful sentences with today?
sing songs words containing diphthongs. Every correct sentence is
and recite recorded for the group the individual belongs to. Ask learners to
familiar • Introduce two-syllable words with consonant blends. summarize the main
rhymes • Model the pronunciation and have learners say them points in the lesson
after you.
• Teacher and learners select a reading text to guide
the class to identify words containing consonant blends.
• List words on the board and drill learners in their
pronunciation.
• Learners read sentences and pick out the two-syllable
words with consonant blends.
e.g. dr-hundred, dr-drumstick, bl-problem, nd-handcuff

Assessment: let learners read sentences and pick out

the two-syllable words with consonant blends
Wednesday Engage C.GRAMMAR What have we learnt
learners to • Introduce other types of determiners like each, both, today?
sing songs and all.
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and recite • Let learners read the sentences containing these Ask learners to
familiar determiners and explain the sentences. summarize the main
rhymes • Provide a text and let learners identify the points in the lesson
determiners in a group activity.

Assessment: let learners identify the determiners ia a

given text

Thursday Engage D.WRITING What have we learnt

learners to • Scaffold the writing process. today?
sing songs i. Pre-writing
and recite • Have learners select and discuss topics of interest on Ask learners to
familiar issues in their community with their partners. summarize the main
rhymes • Have learners use strategies such as brainstorming points in the lesson
and mind map to generate as many ideas as possible
about the topics.
• Have them organise the ideas into a writing plan using
an outline, a chart or appropriate graphic organiser.
e.g. line diagram

Poor sanitation

What is poor sanitation causes/effects solution

Assessment: let learners select a topic of choice on

issues in their community and write about it

Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to Introduce quantities and units in context. today?
sing songs E.g.
and recite − Please, give me a piece of paper. Ask learners to
familiar I have a pair of trousers summarize the main
rhymes points in the lesson
Assessment: let learners use nouns or noun phrases in
sentences
Friday Guide E.EXTENSIVE READING Have learners to tell
learners to • Have learners read independently books of their what they read to the
choose and choice during the library period. whole class
read books • Learners think-pair-share their stories with peers.
during the • Ask each learner to write a-two-three paragraph
summary of the book read.
NANA FIIFI ACQUAH
library • Invite individuals to present their work to the class for
period feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-
paragraph summary of each book read

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……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

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

Indicator (code) B5.1.1.3.1 B5.1.1.3.2

Content standard B5.1.1.3. B5.1.1.3.
(code)
Performance Indicator  Learners can1 identify the factors of whole numbers 1 - 100
 Learners can generate and identify prime numbers and composite numbers
between 1 and 100
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development
and Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
NANA FIIFI ACQUAH
Monday Sing songs Review the lesson with
like: Ask learners to use different arrangements of arrays of Learners
objects to find factors of whole numbers 1 – 100. For
instance the factors of 24 can be obtained from the
I’m
following arrays of objects.
counting
one, what Assessment: have learners to practice with more
is one examples

Tuesday Sing songs Review the lesson with

like: Ask learner to collect from the arrays, pairs of number Learners
as the factors of the given number, 24. Hence the set of
factors of 24 = {1, 2, 3, 4, 6, 8, 12, 24}
I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples
Wednesda Sing songs Review the lesson with
y like: Ask learners to use different arrangements of arrays of Learners
objects (or the factorization method)to find factors of
the first 30 whole numbers and use their results to
I’m
complete the table below. Have learners identify prime
counting numbers; i.e. number with only two factors, 1 and the
one, what number itself; other are composite
is one
1 - One is Number of
one alone, Numbers Factors factors
alone it 1 1 1
shall be.
2 1, 2 2
3 1, 3 2
4 1, 2, 4 3
5 1, 5 2
∙
∙
NANA FIIFI ACQUAH
∙
30 1,2, 3, 5, 6, 10, 15,
30

Assessment: have learners to practice with more

examples

Thursday Sing songs In convenient groups, have learners use the “Sieve of Review the lesson with
like: Eratosthenes” to identify prime numbers between 1 Learners
and 100, i.e. dividing through by whole numbers
starting from 2; numbers that cannot be divided by
I’m
other numbers except the number itself are prime
counting numbers.
one, what
is one
1 - One is
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples
Friday Sing songs In convenient groups, have learners use the “Sieve of Review the lesson with
like: Eratosthenes” to identify prime numbers between 1 Learners
and 100, i.e. dividing through by whole numbers
starting from 2; numbers that cannot be divided by
I’m
other numbers except the number itself are prime
counting numbers.
one, what
is one
1 - One is
one alone,
alone it
shall be.
NANA FIIFI ACQUAH

Assessment: have learners to practice with more

examples

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……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : CYCLES Sub-strand : EARTH SCIENCE

Indicator (code) B5.2.1.2.1

Content standard (code) B5.2.1.2.
Performance Indicator Learners can describe the benefits of the sun to the earth

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

Keywords

T. L .R. (s) Science curriculum Page

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Put learners into groups to discuss the benefits the What have we learnt
learners to earth derives from the sun. today?
sing songs • Learners, in their groups, present their findings. These
and recite may include the following; the sun provides warmth to Project: Importance of
familiar the earth, light for plants to grow well, provides day the sun to plant growth
rhymes and night cycles and energy.

Assessment: let learners describe the benefits of the

sun to the earth
NANA FIIFI ACQUAH
Thursday Engage Learners brainstorm on what will happen if there was What have we learnt
learners to no sun today?
sing songs Ask learners to
and recite Learners demonstrate the importance of sunlight to the summarize the
familiar growth of plants important points of the
rhymes lesson
Assessment: let learners write the importance of
sunlight to the growth of plants

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

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

Indicator (code) B5.2.1.1.2

Content standard (code) B5.2.1.1.
Performance Indicator Learners can describe some ancient towns in Ghana.

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

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Show and discuss a documentary/pictures of some of What have we learnt
learners to these towns and places. today?
sing songs
and recite Assessment: let learners describe some ancient towns Ask learners to
familiar in Ghana summarize the main
rhymes points in the lesson
Thursday Engage Show and discuss a documentary/pictures of some of What have we learnt
learners to these towns and places. today?
sing songs
and recite
NANA FIIFI ACQUAH
familiar Assessment: let learners describe some ancient towns Ask learners to
rhymes in Ghana summarize the main
points in the lesson

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL ABOUT US Sub-strand : Home and School

Indicator (code) B5.1.4.1.1

Content standard (code) B5.1.4.1.
Performance Indicator Learners can talk about the benefits of belonging to good peer groups

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

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners talk about the benefits of belonging to good What have we learnt
learners to peer groups e.g. learning new things, respectfulness, today?
sing songs obedience, achieving goals, being courteous
and recite Ask learners to
familiar Learners discuss the dangers of belonging summarize the main
rhymes to bad peer groups e.g. drink alcohol, take drugs, have points in the lesson
pre marital sex

Assessment: Let learners write the benefits of

belonging to good peer groups
NANA FIIFI ACQUAH
Thursday Engage Learners role play a scenario in which an What have we learnt
learners to older pupil is putting pressure on a younger one to do today?
sing songs any of the following:
and recite i. drink alcohol Ask learners to
familiar ii. take drugs summarize the main
rhymes iii. have pre marital sex points in the lesson

Assessment: Let learners write the dangers of belonging

to bad peer groups

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT Sub-strand : MANIPULATIVE SKILLS

PATTERNS

Indicator (code) B5 1.2.1.3:

Content standard (code) B5 1.2.1.
Performance Indicator Learners can change direction quickly whiles walking with an object within
obstacles but keep one’s balance
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners After general and specific warm ups, learners stand What have we learnt
jog round a with balls in front. Learners dribble through the today?
demarcate obstacles whiles maintaining their balance, agility in
d area in turns and progress at their own pace. Put learners in Use answers to
files while groups to compete summarise the lesson.
singing and
clapping to
warm-up
the body
for
maximal
NANA FIIFI ACQUAH
performan
ce and to
prevent
injuries

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

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

Indicator (code) B5.1.1.1.3

Content standard (code) B5.1.1.1.
Performance Indicator Learners can mention why individuals should maintain their God-given gifts of form
and colour.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage • Let learners give reasons why they should maintain What have we learnt
learners to their God-given form and colour: God has a purpose for today?
sing songs creating everybody as they are. No one creates himself
and recite or herself.Our bodies serve as the Temple of God. Ask learners to
familiar • Let learners discuss possible purposes for which each summarize the main
rhymes one is created in a unique form. points in the lesson

Assessment: let learners mention why individuals

should maintain their God-given gifts of form and
colour.

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
PRESENTATION INTRODUCTION TO MS-POWERPOINT
WORD PROCESSING INTRODUCTION TO WORD PROCESSING

Indicator (code) B5.2.1.1.1. B5.3.1.1.1.

Content standard (code) B5.2.1.1. B5.3.1.1.
Performance Indicator  Learners can show the use of Insert, design, animation and transition in the
ribbons section. (New, Open, Save, Save As, Print and Close) and the Insert
and design ribbon.
 Learners can demonstrate the use of Insert, Design, and Layout (New, Open,
Save, Save As, Print and Close) and Insert, Design, and Layout ribbons. (i.e.
clipboard, slides, fonts and paragraph).
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Ask learners to use “File menu”, “Insert” and “Design What have we learnt
learners to Ribbons” to create a new today?
Wednesday sing songs MS-PowerPoint slide and use shapes in the “Insert
and recite ribbon” to draw the Ghana flag”. Ask learners to
familiar summarize the main
rhymes points in the lesson
NANA FIIFI ACQUAH
Guide learners to use File menu, Insert, Design and
Layout Ribbon.

Assessment: Let learners explain the use of Insert,

Design, and Layout (New, Open, Save, Save As, Print
and Close) and Insert, Design, and Layout ribbons

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Visual Arts Sub-strand : Planning, Making and Composing

Indicator (code) B5 1.2.3.1

Content standard (code) B5 1.2.3.
Performance Indicator Learners can create own visual artworks based on own ideas, knowledge and
understanding of artworks that reflect the history and culture of the people of
Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to n the use and today?
sing songs application of the elements and principles of art and
and recite design, media, methods and techniques freely in Ask learners to
familiar creative and expressive ways to produce own 2- summarize the main
rhymes dimensional and 3-dimensional artworks based on own points in the lesson
ideas and experiences;
NANA FIIFI ACQUAH
nsive designs based on reflective
memory of the history and culture of a selected group
of Africans;

selecting and using available but suitable and

appropriate:
a) materials available (e.g. clay for modelling and
casting; paper for drawing and painting; colour for
painting and spraying; wood and other solid materials
for carving; glue for bonding; yarn for weaving)
b) tools and equipment: e.g.
- brush for painting;
- scissors and cutting knives for cutting;
- spray diffuser for spraying
- chisel for carving
- spatulas for modelling
- craft tools for punching, perforating, etc.
c) manual/mechanical production methods/techniques
(e.g. painting, printing, weaving, knotting, trimming,
doodling, modelling, casting, carving, construction,
assemblage, folding, quilling);
d) select and use suitable and appropriate
manual/mechanical finishing and decorating techniques
(e.g. firing, painting, burnishing, spraying).

Assessment: let learners create own visual artworks

based on own ideas, knowledge and understanding of
artworks that reflect the history and culture of the
people of Africa
Wednesday Engage Learners are to: What have we learnt
learners to today?
sing songs application of the elements and principles of art and
and recite design, media, methods and techniques freely in Ask learners to
familiar creative and expressive ways to produce own 2- summarize the main
rhymes dimensional and 3-dimensional artworks based on own points in the lesson
ideas and experiences;

memory of the history and culture of a selected group

of Africans;
NANA FIIFI ACQUAH

selecting and using available but suitable and

appropriate:
a) materials available (e.g. clay for modelling and
casting; paper for drawing and painting; colour for
painting and spraying; wood and other solid materials
for carving; glue for bonding; yarn for weaving)
b) tools and equipment: e.g.
- brush for painting;
- scissors and cutting knives for cutting;
- spray diffuser for spraying
- chisel for carving
- spatulas for modelling
- craft tools for punching, perforating, etc.
c) manual/mechanical production methods/techniques
(e.g. painting, printing, weaving, knotting, trimming,
doodling, modelling, casting, carving, construction,
assemblage, folding, quilling);
d) select and use suitable and appropriate
manual/mechanical finishing and decorating techniques
(e.g. firing, painting, burnishing, spraying).

Assessment: let learners create own visual artworks

based on own ideas, knowledge and understanding of
artworks that reflect the history and culture of the
people of Africa

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Writing Sub-strand : Penmanship/Handwriting

Indicator (code) B5.3.1.1.1 B5.3.1.1.2

Content standard (code) B5.3.1.1. B5.3.1.1.
Performance Indicator  Learners should recognise the use of full stops at the end of a complete
sentence, and to separate initials
 Learners should recognise that a comma is used to separate a list of items.
It serves as a pause in sentences and speech.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Let learners write a sentences on the board and in What have we learnt
leaners to their books. today?
sing songs • Go round and check the sentences written to see if
and recite full stops are at the ends.
familiar • Discuss the punctuation, full stop, with learners.
rhymes
• Write a passage on the board with all punctuations.
NANA FIIFI ACQUAH
• Assist learners to recognise that a full stop is used at Review the lesson with
the end of a complete sentence, and to separate learners
initials.

Assessment: let learners use full stops at the end of a

complete sentence, and to separate initials
Engage • Write a passage on the board with all the appropriate What have we learnt
leaners to punctuations. today?
sing songs • Discuss the passage with learners, and help them to
and recite recognize the punctuation comma.
familiar • Assist learners to recognise that a comma is used to
rhymes
separate a list of items. It serves as a pause in sentences
and speech. Review the lesson with
• Let learners write sentences or short passages using learners
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.

Assessment: let learners use the comma to separate the

items in the sentence written
Engage • Write a passage on the board with all the appropriate What have we learnt
leaners to punctuations. today?
sing songs • Discuss the passage with learners, and help them to
and recite recognize the punctuation comma.
familiar • Assist learners to recognise that a comma is used to
rhymes
separate a list of items. It serves as a pause in sentences
and speech. Review the lesson with
• Let learners write sentences or short passages using learners
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.

Assessment: let learners use the comma to separate

the items in the sentence written

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH

TERM ONE
BASIC FIVE
WEEK 6
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Conversation
B. Reading B. Vocabulary
C. Grammar Usage At Word C. Determiners
D. Writing D. Writing as a Process
E. Using Writing Conventions E. Naming Words/Nouns
F. Extensive Reading F. Building the Love and Culture of Reading
Indicator (code) (B5.1.6.1.1. B5.1.6.2.1) B5.2.6.1.1 B5.3.2.1.2 B5.4.9.2.1 B5.5.3.1.1 B5.6.1.1.1
Content standard (code) (B5.1.6.1. B5.1.6.2.) B5.2.6.1. B5.3.2.1. B5.4.9.2. B5.5.3.1. B5.6.1.1.
Performance Indicator A. Learners can describe/talk about names of regions/places in the country as
well as personalities in the community, expressing ideas and feelings
clearly. Maintain appropriate posture and facial expression
B. Learners can use level-appropriate content words (nouns, verbs, adjectives
and adverbs), and function words (e.g. prepositions) appropriately in
spoken and written communication
C. Learners can Identify and use quantifiers to show qualities: ordinal first,
second etc.), a few/a little etc., both each/every, another, other,,fewer,
less, etc
D. Learners can develop ideas into a two-paragraph draft without considering
the writing conventions, using appropriate linking words within and across
paragraphs to aid cohesion and avoid ambiguity, e.g. firstly, then, after
E. Learners can identify and use nouns or noun phrases to refer to quantities
or units.
NANA FIIFI ACQUAH
F. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A.ORAL LANGUAGE What have we learnt
learners to • Discuss some important personalities in the today?
sing songs community,
and recite • Ask pupils to mention the regions in the country. Ask learners to
familiar • In groups, have learners talk about important places summarize the main
rhymes in in each region. points in the lesson
• Have groups read their findings to the class.
• Encourage the class to ask questions for clarification
of ideas

• Discuss with learners the importance of appropriate

posture and facial expression in conversation.
• Learners in groups choose a theme and engage in
conversation maintaining appropriate posture and
facial expressions. Learners listen and observe the
speaker’s use of these skills and later critique to help
them acquire or improve them.

Assessment: let learners describe/talk about names of

regions/places in the country as well as personalities in
the community, expressing ideas and feelings clearly

Tuesday Engage B.READING What have we learnt

learners to Explain to learners that function words glue pieces of today?
sing songs sentences together into long patterns. In other words
and recite they express a grammatical or structural relationship Ask learners to
familiar with other words in a sentence. summarize the main
rhymes points in the lesson
NANA FIIFI ACQUAH
• Examples of function words are determiners,
conjunctions, prepositions, auxiliary verbs, modals etc.

• Content words are words with specific meanings such

as nouns, adjectives, adverbs and main verbs.
e.g. The sly brown fox jumped over the lazy dog.
• In groups learners identify and work out the meanings
of content words in texts read.
• Have them use these words in sentences.

Assessment: let learners use function words and

Content words in sentences

Wednesday Engage C.GRAMMAR What have we learnt

learners to • Provide a context containing quantifiers. With today?
sing songs examples help learners to identify them. e.g.
and recite i. Numerals (cardinals – one, two, three); Ask learners to
familiar ii. Ordinals (first, second, third); summarize the main
rhymes iii. Some few/little etc; points in the lesson
iv. No/both, all, each/every.
• Help learners to use the quantifiers in sentences.

Assessment: let learners use the quantifiers in

sentences

Thursday Engage D.WRITING What have we learnt

learners to Put learners into groups to develop their ideas in today?
sing songs B5.4.9.1.1 into a three-paragraph draft.
and recite Ask learners to
familiar Assessment: let learners develop ideas into a two- summarize the main
rhymes paragraph draft points in the lesson

Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to Introduce quantities and units in context. today?
sing songs E.g.
and recite − Please, give me a piece of paper. Ask learners to
familiar I have a pair of trousers summarize the main
rhymes points in the lesson
Assessment: let learners use nouns or noun phrases in
sentences
Friday Guide E.EXTENSIVE READING Have learners to tell
learners to • Have learners read independently books of their what they read to the
choose and choice during the library period. whole class
read books • Learners think-pair-share their stories with peers.
during the
NANA FIIFI ACQUAH
library • Ask each learner to write a-two-three paragraph
period summary of the book read.
• Invite individuals to present their work to the class for
feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-
paragraph summary of each book read

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

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

Indicator (code) B5.1.1.3.3 B5.1.1.3.4

Content standard B5.1.1.3. B5.1.1.3.
(code)
Performance Indicator  Learners can identify even and odd numbers between 1 and 100 as number
that can be arrayed in twos array and those which cannot.
 Learners can determine the highest common factor of any 2 or 3 numbers
by prime factorization.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development
and Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
NANA FIIFI ACQUAH
Monday Sing songs Review the lesson with
like: Ask learners to use arrangements of twos arrays of Learners
objects to find even and odd numbers between 1 and
100
I’m
counting
one, what
is one

Ask learner to collect from the arrays, pairs to skip

count in twos starting from 1 to generate odd
numbers, and skip count in twos starting from 2 to
generate even numbers

Assessment: have learners to practice with more

examples
Tuesday Sing songs E.g. 1. Have learners use factor tree method to Review the lesson with
like: determine prime factors of any given whole number. Learners
For example the prime factors of 24 For instance, from
the figure 24 = 2×2×2×3 so 2 and 3 are the prime
I’m
factors of 24.
counting Ask learners to list the factors of two or more given
one, what whole numbers using the factor tree; for 36 and 48 we
is one have 36= 2×3×2×3
1 - One is =2×2×3×3 and
one alone, 48= 2×3×2×2×2
alone it = 2×2×2×2×3.
E.g. 2 Learners use the prime factorization to
shall be.
determine the HCF by underlining the common factors
in each product
36=2×2×3×3
48= 2×2×2×2×3
→ which is 2×2×3=12;
NANA FIIFI ACQUAH

Assessment: have learners to practice with more

examples

Wednesda Sing songs Learners use the prime factorization by inspection to Review the lesson with
y like: determine the LCM by underlining the largest number Learners
of factors in each product
36=2×2×3×3
I’m
48= 2×2×2×2×3
counting → which is 2×2×2×2×3×3=144
one, what
is one
1 - One is
one alone,
alone it
shall be.

Learners place factors in a Venn diagrams to find the

HCF and LCM of 36 and 48. i.e. the HCF is product of
factors in both circles →2×2×3=12; and the LCM is
product of factors in the diagram →3×2×2×3×2×2 =144

Assessment: have learners to practice with more

examples
Thursday Sing songs Learners use the prime factorization to determine the Review the lesson with
like: LCM and HCF of three numbers using (i) prime Learners
factorization using table and dividing through by prime
factors. Example 1, find the LCM and HCF these sets of
I’m
numbers: 12, 20 and 30. (see method in figure), i.e.
counting HCF = 2, and LCM = 2×2×3×5 = 60.
one, what
is one
1 - One is
one alone,
alone it
shall be.
NANA FIIFI ACQUAH

Assessment: have learners to practice with more

examples
Friday Sing songs Learners use the prime factorization to determine the Review the lesson with
like: LCM and HCF of three numbers using (i) prime Learners
factorization using table and dividing through by prime
factors. Example 1, find the LCM and HCF these sets of
I’m
numbers: 12, 20 and 30. (see method in figure), i.e.
counting HCF = 2, and LCM = 2×2×3×5 = 60.
one, what
is one
1 - One is
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : CYCLES Sub-strand : EARTH SCIENCE

Indicator (code) B5.2.1.3.1

Content standard (code) B5.2.1.3.
Performance Indicator Learners can demonstrate evaporation and condensation as important processes
of the hydrological (water) cycle
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref:

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage • Learners recite poems and rhymes involving the What have we learnt
Learners environment and water. today?
recite • In groups, learners demonstrate evaporation and
poems and condensation, e.g. learners observe water drying off Ask learners to
rhymes their wet hands (evaporation), covering water with a lid summarize the
involving and observing water droplets on the lid after some time important points of the
the (evaporation & condensation). lesson
environme • Demonstrate evaporation by heating water until it
nt and boils (to be done by the teacher), then covering the
water
NANA FIIFI ACQUAH
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.

Assessment: let learners explain how evaporation and

condensation lead to the formation of rain.
Thursday Engage • Learners are assisted to understand how evaporation What have we learnt
learners to and condensation lead to the formation of rain. today?
sing songs • Display pictures or simple diagrams of the water cycle Ask learners to
and recite showing evaporation and summarize the
familiar condensation. important points of the
rhymes lesson
Assessment: let learners draw diagrams of the water
cycle showing evaporation and
condensation

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : My Country Ghana Sub-strand : Some Selected Individuals

Indicator (code) B5.2.5.1.1

Content standard (code) B5.2.5.1.
Performance Indicator Learners can name Ghanaians who have made significant
contribution locally and internationally
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage 1. Use pictures, posters or the internet to identify What have we learnt
learners to Ghanaian who have made important contributions today?
sing songs locally and internationally.
and recite 2. Match these personalities with areas of specialty e.g. Ask learners to
familiar Dr R.E.G Armattoe (Science and Medicine), Kofi Annan summarize the main
(international diplomacy), Osibisa (popular music), El
rhymes points in the lesson
Anatsui (sculptor), David Adjaye (Architect), Ozwald
Boateng (fashion), Efua Sutherland (playwright), Prof
Which Francis Allotey (science and History), Prof Akua
individuals Kuenyehia (law), Prof. Frimpong Boateng (Surgeon),
have
NANA FIIFI ACQUAH
contribute Abedi Ayew ‘Pele’ (Football), Azumah Nelson (Boxing)
d locally etc.
and
internation Assessment: let learners name Ghanaians who have
ally? made significant
contribution locally and internationally

What were
their
contributio
ns
Thursday Engage Show photographs/ documentary of significant What have we learnt
learners to individuals today?
sing songs
and recite Assessment: let learners name Ghanaians who have Ask learners to
familiar made significant summarize the main
contribution locally and internationally
rhymes points in the lesson

Which
individuals
have
contribute
d locally
and
internation
ally?

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL AROUND US Sub-strand : The Environment and the Weather

Indicator (code) B5.2.1.1.1.

Content standard (code) B5.2.1.1.
Performance Indicator Learners can record human activities that cause over concentration of greenhouse
gases and climate change
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners explain climate change and human What have we learnt
learners to adaptations. today?
sing songs
and recite Learner list human activities in their community that Ask learners to
familiar contribute to the emission of greenhouse gases e.g. summarize the main
rhymes deforestation, application of fertilizers, smoke from points in the lesson
vehicles, bush burning, burning of refuse and charcoal,
smoke from industries.
NANA FIIFI ACQUAH
Assessment: Let learners list human activities in their
community that contribute to the emission of
greenhouse gases
Thursday Engage Learners talk about how the atmosphere can be What have we learnt
learners to preserved for the provision of quality air, e.g. tree today?
sing songs planting, do not cut trees, do not burn refuse etc
and recite Ask learners to
familiar Assessment: Let learners dangers describe how the summarize the main
rhymes atmosphere can be preserved for the provision of points in the lesson
quality air

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT Sub-strand : MANIPULATIVE SKILLS

PATTERNS

Indicator (code) B5.1.2.1.4

Content standard (code) B5.1.2.1.
Performance Indicator Learners can striking a dropping light ball upward and forward to a teammate using
the hands or feet.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners After warm ups as usual, learners are grouped in pairs What have we learnt
jog round a with a ball. Learners toss balls and swing their feet from today?
demarcate behind to strike the ball to a partner at appropriate
d area in distance. Partners strike the ball back to continue the Use answers to
files while rally. Group can be striking balls light ball like volleyballs summarise the lesson.
singing and with their hands and strike heavy balls like footballs
clapping to with their foot to prevent injuries.
warm-up Learners continue with the process when the ball
the body drops. Supervise and give support to learners. Organise
for mini football and volley competition. End lesson with
maximal cool down activities.
NANA FIIFI ACQUAH
performan
ce and to
prevent
injuries

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

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

Indicator (code) B5.1.1.1.3

Content standard (code) B5.1.1.1.
Performance Indicator Learners can mention why individuals should maintain their God-given gifts of form
and colour.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage • Use pictures or video clips (where possible) to What have we learnt
learners to demonstrate the effects of destroying our bodies. today?
sing songs • Put learners in groups to discuss how to maintain
and recite their God-given form and colour and not to deform Ask learners to
familiar their bodies.We should be proud of how we were summarize the main
rhymes created.Weshould avoid bleaching the skin. points in the lesson

Assessment: let learners describe how to maintain their

God-given form and colour

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : PROGRAMMING AND DATABASES Sub-strand : INTRODUCTION TO DATABASES, ALGORITHM AND

PROGRAMMING
Indicator (code) B5.5.1.3.1 B5.5.1.3.2
Content standard (code) B5.5.1.3. B5.5.1.3.
Performance Indicator  Learners can describe databases
 Learners can discuss the importance and uses of database.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to identify the features of a database What have we learnt
learners to and the types of databases that exist. Ask learners to today?
Wednesday sing songs select the databases from a list of items written on the
and recite board Ask learners to
familiar summarize the main
rhymes Play a video of the importance and uses of databases points in the lesson
and ask learners to mention other uses of database and
their importance.
Assist learners to realise that Database designers
typically organise the data to model aspects of reality in
a way that supports processes requiring information
NANA FIIFI ACQUAH

Assessment: Let learners write importance and uses of

databases

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Performing Arts Sub-strand : Planning, Making and Composing

Indicator (code) B5 2.2.3.1

Content standard (code) B5 2.2.3.
Performance Indicator Learners can create own performing artworks based on own ideas, knowledge and
understanding of artworks that reflect the history and culture of the people of
Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to today?
sing songs and application of the elements and principles of
and recite performing arts, instruments, equipment and Ask learners to
familiar techniques freely in creative and expressive ways to summarize the main
rhymes produce own music, dance, drama, poetry etc. based points in the lesson
on own ideas and experiences;
NANA FIIFI ACQUAH

of the history and culture of a selected group of

Africans;

skills, talents and experience by selecting and using

available but suitable and appropriate:
a) instruments, elements, resources, equipment
available (e.g. xylophone, drums, flutes, bells, shakers,
rasp, finger piano, rattles, clappers, castanets, horn,
whistles, harp, costumes, props);
b) manual/mechanical/electronic production
methods/techniques (e.g. voice, gestures, movements,
language, improvisation, imitation, adaptation, guided
writing skills to communicate feelings, melodic,
rhythmic, harmonic and dynamic elements,
dramatization);
c) props, scenery, and costumes for different styles and
performances which support and enhance the intent of
a production.

Assessment: let learners create own performing

artworks based on own ideas, knowledge and
understanding of artworks that reflect the history and
culture of the people of Africa
Wednesday Engage Learners are to: What have we learnt
learners to today?
sing songs application of the elements and principles of
and recite performing arts, instruments, equipment and Ask learners to
familiar techniques freely in creative and expressive ways to summarize the main
rhymes produce own music, dance, drama, poetry etc. based on points in the lesson
own ideas and experiences;
memory
of the history and culture of a selected group of
Africans;

talents and experience by selecting and using available

but suitable and appropriate:
a) instruments, elements, resources, equipment
available (e.g. xylophone, drums, flutes, bells, shakers,
rasp, finger piano, rattles, clappers, castanets, horn,
whistles, harp, costumes, props);
NANA FIIFI ACQUAH
b) manual/mechanical/electronic production
methods/techniques (e.g. voice, gestures, movements,
language, improvisation, imitation, adaptation, guided
writing skills to communicate feelings, melodic,
rhythmic, harmonic and dynamic elements,
dramatization);
c) props, scenery, and costumes for different styles and
performances which support and enhance the intent of
a production.

Assessment: let learners create own performing

artworks based on own ideas, knowledge and
understanding of artworks that reflect the history and
culture of the people of Africa

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Composition Writing Sub-strand : Narrative Writing

Indicator (code) B5.4.1.1.1 B5.4.1.1.2 B5.4.1.1.3

Content standard (code) B5.4.1.1. B5.4.1.1. B5.4.1.1.
Performance Indicator  Learners should recognise and use commas, full stops, and question marks
appropriately in narrative writing
 Learners should understand and use exclamation mark in narrative writing
appropriately.
 Learners should know the appropriate use of colon and quotation marks in
narrative writing
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Discuss with learners types of writing and explain What have we learnt
leaners to what narrative writing is. today?
sing songs • Give examples of narrative writing to learners to
and recite examine.
NANA FIIFI ACQUAH
familiar • Discuss with learners the structure and features of
rhymes narrative writing.
• Assist learners to recognise the use of commas, full Review the lesson with
stops, and question marks appropriately in narrative learners
writing given.
• Allow learners to write a narrative of about two
hundred words.

Assessment: let learners use commas, full stops, and

question marks appropriately in narrative writing
Engage • Give a long narrative writing piece to learners. What have we learnt
leaners to • Discuss the content of the narrative writing with today?
sing songs learners.
and recite • Allow learners to recognise the exclamation marks
familiar used in the given piece.
rhymes
• Let learners read the narrative piece in their groups.
• Assist learners to understand the use of exclamation Review the lesson with
marks in narrative writing appropriately learners

Assessment: let learners use exclamation mark in

narrative writing appropriately.
Engage • With a given narrative writing piece. What have we learnt
leaners to • Allow learners to discuss in groups the punctuations today?
sing songs used in the narrative writing.
and recite • Assist learners to know the use of the colon and
familiar quotation marks in narrative writing appropriately
rhymes
through discussion
Review the lesson with
Assessment: let learners use colon and quotation learners
marks in narrative writing

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NANA FIIFI ACQUAH

TERM ONE
BASIC FIVE
WEEK 7
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Listening Comprehension
B. Reading B. Vocabulary
C. Grammar Usage At Word C. Pronouns
D. Writing D. Narrative Writing
E. Using Writing Conventions E. Naming Words/Nouns
F. Extensive Reading F. Building the Love and Culture of Reading
Indicator (code) (B5.1.7.1.1 B5.1.7.1.2) B5.2.6.1.2 B5.3.3.1.1. B5.4.10.1.1 B5.5.3.1.2 B5.6.1.1.1
Content standard (code) (B5.1.7.1. B5.1.7.1.) B5.2.6.1. B5.3.3.1. B5.4.10.1. B5.5.3.1. B5.6.1.1.
Performance Indicator A. Learners can employ the Think-Aloud strategy to convey meaning from
level-appropriate texts. Make connections with events in drama
B. Learners can use the following terms: synonym, antonym, prefix, suffix,
phrasal verb etc. in spoken and written expressions
C. Learners can identify and use indefinite pronouns e.g. someone, anyone,
everything etc.
D. Learners can create settings, characters and at least one plot in a narrative
text, using appropriate linking words within and across paragraphs to aid
cohesion, and using simple literary devices, e.g. direct speech
E. Learners can identify and use proper nouns to refer to festivals; common
nouns: Count/non-count, Singular, Plural (regular, irregular), plural
without plural marker
F. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
NANA FIIFI ACQUAH
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
T. L .R. (s)
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A.ORAL LANGUAGE What have we learnt
learners to • Have learners listen to an audio text or a teacher- today?
sing songs read text.
and recite • Model Think-Aloud strategy to make meaning from Ask learners to
familiar the text. summarize the main
rhymes • Have learners practise the Think-Aloud strategy to points in the lesson
construct meaning.

• Have learners listen to an audio drama or watch a

video.
• Guide learners to identify the sequence of events in
the story, i.e. events at the beginning, middle and
ending.
• Ask relevant questions to guide learners to relate the
events in the drama to their lives

Assessment: let learners relate the events in the drama

to their lives

Tuesday Engage B.READING What have we learnt

learners to • Choose a text to guide learners identify synonyms, today?
sing songs antonyms, idioms or phrasal verbs etc.
and recite • Create a scenario where learners can use idioms, Ask learners to
familiar antonyms, prefixes, suffixes and phrasal verbs, summarize the main
rhymes synonyms, etc. in meaningful sentences in written and points in the lesson
spoken languages.

Assessment: let learners use idioms, antonyms,

prefixes, suffixes and phrasal verbs, synonyms, etc. in
meaningful sentences in sentences
NANA FIIFI ACQUAH
Wednesday Engage C.GRAMMAR What have we learnt
learners to • Introduce indefinite pronouns with examples in today?
sing songs sentences.
and recite • Discuss the indefinite pronouns with learners. Ask learners to
familiar • Provide a passage and group learners to identify summarize the main
rhymes indefinite pronouns, and use the pronouns identified in points in the lesson
sentences.

Assessment: let learners use indefinite pronouns in

sentences.

Thursday Engage D.WRITING What have we learnt

learners to Revise the stages of the writing process with learners. today?
sing songs E.g. prewriting, writing, revising, editing and publishing.
and recite Ask learners to
familiar Prewriting summarize the main
rhymes • Put learners into groups of five (5) and have them points in the lesson
select a topic, purpose and audience for their narrative
writing.

E.g. Topic: How I spent my Christmas holidays.

Purpose: to share an important experience.
Audience: Classmates

• Guide learners to individually use appropriate graphic

organizers to generate, gather and organise ideas and
details for writing.

E.g. Time Line, 5 Ws Chart.

Time Line Organiser

• Use Time Line for personal narratives to list actions or

events in the order in which they occurred.

E.g. Topic………
Events in Chronological Order
1. Event 1
2. Event 2
3. Event 3

5 W’s Chart

• Use 5 W’s Chart to collect the who? what? when?

where? and why?” details for personal narratives and
news stories. How could be added to the list.
NANA FIIFI ACQUAH

e.g. Topic____________________

Who? What? When? Where? Why?

Guide learners to organise their details into writing

plant (beginning, middle and ending).

Writing stage
Learners then revise their first draft by ensuring the
writing has a beginning, middle and ending.

Learners should ensure they have used descriptive

words. They have written about what they saw, heard,
smelled, tasted and touched.

Revising: checklist for narrative writing

i. Does my essay have beginning, middle and
ending? ii. Have I used descriptive words?
iii. Are my ideas/events arranged in the
order in which they occurred?
iv. Does my narrative sound natural?
v. Do I express how I feel about what
happened?

Editing
Have learners use the checklist above to edit their first
draft for the conventions of punctuation, capitalisation,
spelling and grammar.

Assessment: let learners create settings, characters and

at least one plot in a narrative text,

Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to Proper nouns today?
sing songs • Introduce the concept in context.
and recite Ask learners to
familiar e.g. Christmas is coming. summarize the main
rhymes The people of Ga celebrate Homowo. points in the lesson
Count and non-count nouns.
• Revise the concept of proper nouns and common nouns
giving and eliciting several examples.
NANA FIIFI ACQUAH

(Proper nouns refer to particular nouns such as names of

people, places, mountains, etc.)
• Provide a text and let learners identify count and non-
count nouns.
• Have groups use the nouns identified in simple
sentences.
• Invite groups to present their work.

Assessment: let learners use nouns in simple sentences.

Friday Guide E.EXTENSIVE READING Have learners to tell

learners to • Have learners read independently books of their what they read to the
choose and choice during the library period. whole class
read books • Learners think-pair-share their stories with peers.
during the • Ask each learner to write a-two-three paragraph
library summary of the book read.
period • Invite individuals to present their work to the class for
feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-
paragraph summary of each book read

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

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

Indicator (code) B5.1.1.3.5 B5.1.2.1.1

Content standard (code) B5.1.1.3. B5.1.2.1.
Performance Indicator  Learners can recognize relationship between factors and multiples.
 Learners can apply mental mathematics strategies and number properties,
such as skip counting from a known fact, using doubling or halving, using
patterns in the 9sfacts, using repeated doubling or halving, to determine
answers for basic multiplication facts to 81 and related division facts
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
NANA FIIFI ACQUAH
Monday Sing songs Investigate even and odd numbers. How do you know a Review the lesson with
like: number is even or odd? Learners
Investigate numbers that are multiples of 4 and 6. How
I’m do you know a number is a multiple of 4? a multiple of
counting 6? (This is also known as the divisibility test).
one, what
is one Assessment: have learners to practice with more
examples
Tuesday Sing songs Investigate perfect numbers, that is, numbers whose Review the lesson with
like: factors add up to the number; for instance 6 has factors Learners
1, 2, 3 and 6. The sum of factors other than 6 is 1+2+3
=6, and hence 6 is a perfect number. How many more
I’m
perfect number can we find in the first 100 whole
counting numbers?
one, what
is one
Assessment: have learners to practice with more
examples
Wednesday Sing songs Describe the mental mathematics strategies used to Review the lesson with
like: determine a given basic fact, such as Learners
� skip count up by one or two groups from a known fact
(e.g., if 5 × 7 = 35, then 6 × 7 is equal to 35 + 7 and 7 × 7
I’m
is equal to 35 + 7 + 7)
counting � skip count down by one or two groups from a known
one, what fact (e.g., if 8 × 8 = 64, then 7 × 8 is equal to 64 – 8 and
is one 6 × 8 is equal to 64 – 8 – 8)

Assessment: have learners to practice with more

examples

Thursday Sing songs Describe the mental mathematics strategies used to Review the lesson with
like: determine a given basic fact, such as Learners
� doubling (e.g., for 8 × 3 think 4 × 3 = 12, and 8 × 3 = 12
+ 12)
I’m
� patterns when multiplying by 9 (e.g., for 9 × 6, think
counting 10 × 6 = 60, and 60 – 6 = 54; for 7 × 9, think 7 × 10 = 70,
one, what and 70 – 7 = 63)
is one

Assessment: have learners to practice with more

examples
Friday Sing songs Describe the mental mathematics strategies used to Review the lesson with
like: determine a given basic fact, such as Learners
� repeated doubling (e.g., if 2 × 6 is equal to 12, then 4
× 6 is equal to 24 and 8 × 6 is equal to 48)
NANA FIIFI ACQUAH
I’m � repeated halving (e.g., for 60 ÷ 4, think 60 ÷ 2 = 30
counting and 30 ÷ 2 = 15)
one, what � relating division to multiplication (e.g., for 64 ÷ 8,
think 8 × … = 64)
is one
Recall multiplication facts to 81and related division
facts

Assessment: have learners to practice with more

examples

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : CYCLES Sub-strand : EARTH SCIENCE

Indicator (code) B5.2.1.2.1

Content standard (code) B5.2.1.2.
Performance Indicator Learners can relate the structure of the parts of a plant (leaves, stem, root, flower)
to the functions they perform
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Put learners into groups to discuss the benefits the What have we learnt
learners to earth derives from the sun. today?
sing songs • Learners, in their groups, present their findings. These
and recite may include the following; the sun provides warmth to Project: Importance of
familiar the earth, light for plants to grow well, provides day the sun to plant growth
rhymes and night cycles and energy.

Assessment: let learners describe the benefits of the

sun to the earth
NANA FIIFI ACQUAH
Thursday Engage Learners brainstorm on what will happen if there was What have we learnt
learners to no sun today?
sing songs Ask learners to
and recite Learners demonstrate the importance of sunlight to the summarize the
familiar growth of plants important points of the
rhymes lesson
Assessment: let learners write the importance of
sunlight to the growth of plants

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

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

Indicator (code) B5.2.1.1.2

Content standard (code) B5.2.1.1.
Performance Indicator Learners can describe some ancient towns in Ghana.

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

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Show and discuss a documentary/pictures of some of What have we learnt
learners to these towns and places. today?
sing songs
and recite Assessment: let learners describe some ancient towns Ask learners to
familiar in Ghana summarize the main
rhymes points in the lesson
Thursday Engage Show and discuss a documentary/pictures of some of What have we learnt
learners to these towns and places. today?
sing songs
and recite
NANA FIIFI ACQUAH
familiar Assessment: let learners describe some ancient towns Ask learners to
rhymes in Ghana summarize the main
points in the lesson

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL ABOUT US Sub-strand : Home and School

Indicator (code) B5.1.4.1.1

Content standard (code) B5.1.4.1.
Performance Indicator Learners can talk about the benefits of belonging to good peer groups

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

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners talk about the benefits of belonging to good What have we learnt
learners to peer groups e.g. learning new things, respectfulness, today?
sing songs obedience, achieving goals, being courteous
and recite Ask learners to
familiar Learners discuss the dangers of belonging summarize the main
rhymes to bad peer groups e.g. drink alcohol, take drugs, have points in the lesson
pre marital sex

Assessment: Let learners write the benefits of

belonging to good peer groups
NANA FIIFI ACQUAH
Thursday Engage Learners role play a scenario in which an What have we learnt
learners to older pupil is putting pressure on a younger one to do today?
sing songs any of the following:
and recite i. drink alcohol Ask learners to
familiar ii. take drugs summarize the main
rhymes iii. have pre marital sex points in the lesson

Assessment: Let learners write the dangers of belonging

to bad peer groups

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT Sub-strand : MANIPULATIVE SKILLS

PATTERNS

Indicator (code) B5 1.2.1.3:

Content standard (code) B5 1.2.1.
Performance Indicator Learners can change direction quickly whiles walking with an object within
obstacles but keep one’s balance
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners After general and specific warm ups, learners stand What have we learnt
jog round a with balls in front. Learners dribble through the today?
demarcate obstacles whiles maintaining their balance, agility in
d area in turns and progress at their own pace. Put learners in Use answers to
files while groups to compete summarise the lesson.
singing and
clapping to
warm-up
the body
for
maximal
NANA FIIFI ACQUAH
performan
ce and to
prevent
injuries

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……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

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

Indicator (code) B5.1.1.1.3

Content standard (code) B5.1.1.1.
Performance Indicator Learners can mention why individuals should maintain their God-given gifts of form
and colour.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage • Let learners give reasons why they should maintain What have we learnt
learners to their God-given form and colour: God has a purpose for today?
sing songs creating everybody as they are. No one creates himself
and recite or herself.Our bodies serve as the Temple of God. Ask learners to
familiar • Let learners discuss possible purposes for which each summarize the main
rhymes one is created in a unique form. points in the lesson

Assessment: let learners mention why individuals

should maintain their God-given gifts of form and
colour.

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
PRESENTATION INTRODUCTION TO MS-POWERPOINT
WORD PROCESSING INTRODUCTION TO WORD PROCESSING

Indicator (code) B5.2.1.1.1. B5.3.1.1.1.

Content standard (code) B5.2.1.1. B5.3.1.1.
Performance Indicator  Learners can show the use of Insert, design, animation and transition in the
ribbons section. (New, Open, Save, Save As, Print and Close) and the Insert
and design ribbon.
 Learners can demonstrate the use of Insert, Design, and Layout (New, Open,
Save, Save As, Print and Close) and Insert, Design, and Layout ribbons. (i.e.
clipboard, slides, fonts and paragraph).
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)
Ref:

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Ask learners to use “File menu”, “Insert” and “Design What have we learnt
learners to Ribbons” to create a new today?
Wednesday sing songs MS-PowerPoint slide and use shapes in the “Insert
and recite ribbon” to draw the Ghana flag”. Ask learners to
familiar summarize the main
rhymes points in the lesson
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Guide learners to use File menu, Insert, Design and
Layout Ribbon.

Assessment: Let learners explain the use of Insert,

Design, and Layout (New, Open, Save, Save As, Print
and Close) and Insert, Design, and Layout ribbons

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Visual Arts Sub-strand : Planning, Making and Composing

Indicator (code) B5 1.2.3.1

Content standard (code) B5 1.2.3.
Performance Indicator Learners can create own visual artworks based on own ideas, knowledge and
understanding of artworks that reflect the history and culture of the people of
Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to today?
sing songs application of the elements and principles of art and
and recite design, media, methods and techniques freely in Ask learners to
familiar creative and expressive ways to produce own 2- summarize the main
rhymes dimensional and 3-dimensional artworks based on own points in the lesson
ideas and experiences;
NANA FIIFI ACQUAH

memory of the history and culture of a selected group

of Africans;

selecting and using available but suitable and

appropriate:
a) materials available (e.g. clay for modelling and
casting; paper for drawing and painting; colour for
painting and spraying; wood and other solid materials
for carving; glue for bonding; yarn for weaving)
b) tools and equipment: e.g.
- brush for painting;
- scissors and cutting knives for cutting;
- spray diffuser for spraying
- chisel for carving
- spatulas for modelling
- craft tools for punching, perforating, etc.
c) manual/mechanical production methods/techniques
(e.g. painting, printing, weaving, knotting, trimming,
doodling, modelling, casting, carving, construction,
assemblage, folding, quilling);
d) select and use suitable and appropriate
manual/mechanical finishing and decorating techniques
(e.g. firing, painting, burnishing, spraying).

Assessment: let learners create own visual artworks

based on own ideas, knowledge and understanding of
artworks that reflect the history and culture of the
people of Africa
Wednesday Engage Learners are to: What have we learnt
learners to today?
sing songs application of the elements and principles of art and
and recite design, media, methods and techniques freely in Ask learners to
familiar creative and expressive ways to produce own 2- summarize the main
rhymes dimensional and 3-dimensional artworks based on own points in the lesson
ideas and experiences;

memory of the history and culture of a selected group

of Africans;
NANA FIIFI ACQUAH
ollow own design to produce personal artworks by
selecting and using available but suitable and
appropriate:
a) materials available (e.g. clay for modelling and
casting; paper for drawing and painting; colour for
painting and spraying; wood and other solid materials
for carving; glue for bonding; yarn for weaving)
b) tools and equipment: e.g.
- brush for painting;
- scissors and cutting knives for cutting;
- spray diffuser for spraying
- chisel for carving
- spatulas for modelling
- craft tools for punching, perforating, etc.
c) manual/mechanical production methods/techniques
(e.g. painting, printing, weaving, knotting, trimming,
doodling, modelling, casting, carving, construction,
assemblage, folding, quilling);
d) select and use suitable and appropriate
manual/mechanical finishing and decorating techniques
(e.g. firing, painting, burnishing, spraying).

Assessment: let learners create own visual artworks

based on own ideas, knowledge and understanding of
artworks that reflect the history and culture of the
people of Africa

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Composition Writing Sub-strand : Creative/ Free Writing

Indicator (code) B5.3.1.1.1 B5.3.1.1.2

Content standard (code) B5.3.1.1. B5.3.1.1.
Performance Indicator  Learners should recognise the use of full stops at the end of a complete
sentence, and to separate initials
 Learners should recognise that a comma is used to separate a list of items.
It serves as a pause in sentences and speech.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Let learners write a sentences on the board and in What have we learnt
leaners to their books. today?
sing songs • Go round and check the sentences written to see if
and recite full stops are at the ends.
familiar • Discuss the punctuation, full stop, with learners.
rhymes
• Write a passage on the board with all punctuations.
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• Assist learners to recognise that a full stop is used at Review the lesson with
the end of a complete sentence, and to separate learners
initials.

Assessment: let learners use full stops at the end of a

complete sentence, and to separate initials
Engage • Write a passage on the board with all the appropriate What have we learnt
leaners to punctuations. today?
sing songs • Discuss the passage with learners, and help them to
and recite recognize the punctuation comma.
familiar • Assist learners to recognise that a comma is used to
rhymes
separate a list of items. It serves as a pause in sentences
and speech. Review the lesson with
• Let learners write sentences or short passages using learners
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.

Assessment: let learners use the comma to separate the

items in the sentence written
Engage • Write a passage on the board with all the appropriate What have we learnt
leaners to punctuations. today?
sing songs • Discuss the passage with learners, and help them to
and recite recognize the punctuation comma.
familiar • Assist learners to recognise that a comma is used to
rhymes
separate a list of items. It serves as a pause in sentences
and speech. Review the lesson with
• Let learners write sentences or short passages using learners
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.

Assessment: let learners use the comma to separate

the items in the sentence written

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NANA FIIFI ACQUAH

TERM ONE
BASIC FIVE
WEEK 8
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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Listening Comprehension
B. Reading B. Vocabulary
C. Grammar Usage At Word C. Pronouns
D. Writing D. Narrative Writing
E. Using Writing Conventions E. Naming Words/Nouns
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) B5.1.7.1.3 B5.2.6.2.1 B5.3.3.1.1. B5.4.10.1.1 B5.5.3.1.2. B5.6.1.1.1.

Content standard (code) B5.1.7.1. B5.2.6.2. B5.3.3.1. B5.4.10.1. B5.5.3.1. B5.6.1.1..
Performance Indicator A. Learners can relate to lessons in stories
B. Learners can develop a rich vocabulary stock through extensive reading of
age-appropriate texts, using the dictionary or online resources to look up
meanings of words etc.
C. Learners can Identify and use Possessive pronouns to show possession, e.g.
mine, ours etc.
D. Learners can create settings, characters and at least one plot in a narrative
text, using appropriate linking words within and across paragraphs to aid
cohesion, and using simple literary devices, e.g. direct speech
E. Learners can Identify and use proper nouns to refer to festivals; common
nouns: Count/non-count, Singular, Plural (regular, irregular), plural
without plural marker
F. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
NANA FIIFI ACQUAH
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A.ORAL LANGUAGE What have we learnt
learners to • Assist learners to revise the sequence of a story today?
sing songs familiar to them.
and recite • Have learners identify the characters in the story and Ask learners to
familiar the roles the characters played in the story or text. summarize the main
rhymes • Learners again identify the setting of the story. points in the lesson
• Learners identify the moral lessons from the story.
• Help them discuss and relate the moral lessons to
their lives using an example to illustrate that.
• Read a short story to learners and in groups, have
them relate to the lessons in the story by repeating the
above activities

Assessment: let learners relate to lessons in stories

Tuesday Engage B.READING What have we learnt

learners to • Choose and read an age-appropriate story to the today?
sing songs class.
and recite • Have learners talk about the story. Ask learners to
familiar • Let them identify unfamiliar vocabulary and find their summarize the main
rhymes meanings in context. points in the lesson
• Have learners use the Build My Vocab App on the
internet to help build the most globally used language
to help develop their vocabulary.
• Guide learners to choose books from the school
library or distribute supplementary readers to them.
• Introduce a simple vocabulary book made by teacher
to guide the learners build their vocabulary.
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• Read to learners to encourage them read extensively.
Encourage individual learners to read their selected
story books to the class

Assessment: let learners read their selected story

books to the class
Wednesday Engage C.GRAMMAR What have we learnt
learners to • Provide a passage and group learners to identify today?
sing songs indefinite pronouns, and use the pronouns identified in
and recite sentences. Ask learners to
familiar • Repeat the procedure to teach possessive pronouns. summarize the main
rhymes points in the lesson
Assessment: let learners use possessive pronouns in
sentences.

Thursday Engage D.WRITING What have we learnt

learners to • Guide learners through the process to write about today?
sing songs real or imagined experiences or events.
and recite E.g. personal narrative Ask learners to
familiar • Discuss personal narrative with learners: summarize the main
rhymes Note: points in the lesson
A personal narrative is a true story told from the
writer’s point of view. It is the retelling of an event or
experience that has affected the writer’s life. The story
should be told naturally to allow readers to experience
the event(s) for themselves.

Assessment: let learners create settings, characters and

at least one plot in a narrative text
Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to Singular and Plural (regular, irregular) nouns today?
sing songs • Introduce singular and plural nouns in context.
and recite Ask learners to
familiar E.g. I need a table. Can you give me one of these summarize the main
rhymes tables? points in the lesson
This child looks sick, but those children look
healthy.
• Have learners read the sentences and observe
the underlined words.
• Show pictures of objects/people to help learners
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.
NANA FIIFI ACQUAH

E.g. table – tables, chair – chairs

− Irregular count nouns are nouns that do not take
s or es to form their plural.

E.g. child – children; ox – oxen;

man – men; goose – geese
Put learners into groups
• Have groups construct sentences with given
singular and plural nouns and share their work
with the class.

Plural nouns without plural markers

• Have learners discover the plural nouns without
plural markers in context.

Assessment: let learners use nouns in sentences

Friday Guide E.EXTENSIVE READING Have learners to tell
learners to • Have learners read independently books of their what they read to the
choose and choice during the library period. whole class
read books • Learners think-pair-share their stories with peers.
during the • Ask each learner to write a-two-three paragraph
library summary of the book read.
period • Invite individuals to present their work to the class for
feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-
paragraph summary of each book read

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

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

Indicator (code) B5.1.2.1.2 B5.1.2.2.1

Content standard B5.1.2.1. B5.1.2.2.
(code)
Performance Indicator  Learners can apply mental mathematics strategies for multiplication, such
as annexing then adding zero halving and doubling using the distributive
property
 Learners can multiply multi digit numbers by 2-digit numbers efficiently
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development
and Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
NANA FIIFI ACQUAH
Monday Sing songs Review the lesson with
like: Determine the products when one factor is a multiple Learners
of 10, 100, or 1000 by annexing zero or adding zeros
(e.g., for 3×200 think of 3×2 and then add two zeros)
I’m
counting Apply halving and doubling when determining a given
one, what product (e.g., 32×5 is the same as 16×10)
is one

Assessment: have learners to practice with more

examples
Tuesday Sing songs Apply the distributive property to determine a given Review the lesson with
like: product involving multiplying factors that can be Learners
written in the expanded form (e.g., 6×18 = (6×10) +
(6×8) = 60+48 = 108. Or apply distributive property to
I’m
determine a given product involving multiplying factors
counting that are close to multiples of 10 (e.g., 29×7 = (30×7) –
one, what (1×7) = 203.
is one
1 - One is Explain the property for determining the answer when
one alone, multiplying numbers by
alone it i. one
ii. zero.
shall be.

Assessment: have learners to practice with more

examples
Wednesda Sing songs Multiplication of whole numbers using the “expand Review the lesson with
y like: and box” method (partial decomposition method). Learners
Lead learners to multiply a 3-digit number by a 1-digit
number as shown below, for example 448 ×2=?
I’m
counting 400 40 8
one, what 2 800 80 16
is one
1 - One is 448×2=(400×2)+(40×2)+(8×2)=800+80+16
one alone, =800+80+(10+6)=800+90+6=896
alone it
shall be.
NANA FIIFI ACQUAH
Multiplication of whole numbers using the Column or
vertical method; i.e. 25×32

Assessment: have learners to practice with more

examples

Thursday Sing songs Multiplication of whole numbers using the Distributive Review the lesson with
like: property; i.e. 25×32 Learners

I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples
Friday Sing songs Multiplication of whole numbers using the lattice Review the lesson with
like: method. Have learners draw a 2 by 1 rectangular box Learners
for solving 54 × 3.
I’m
counting
one, what
is one
1 - One is Have learners draw a 2 by 2 rectangular box for solving
one alone, 79×58.
alone it
shall be. Assessment: have learners to practice with more
examples

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : SYSTEMS Sub-strand : THE HUMAN BODY SYSTEMS

Indicator (code) B5.3.1.1.1

Content standard (code) B5.3.1.1.
Performance Indicator Learners can know the parts of the respiratory system in humans

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

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Introduce • Ask learners to breathe in and out for some time. What have we learnt
the lesson • Relate the act of breathing to the respiratory system today?
with songs and guide learners to identify the organs of the system
on the using charts or models. Project: Assist learners
parts of • Use role-play to guide learners to identify the to design an improvised
the body, functions of each part (different learners assume and breathing apparatus
e.g. head, role-play the functions of parts of the respiratory using plastics.
shoulders, system, e.g. Ama is the lungs and Amina is the
knees and diaphragm).
toes
NANA FIIFI ACQUAH
• Engage learners in an activity to design a breathing
model using plastic bags, balloons, rubber bands and
polythene bags.

Assessment: let learners mention the parts of the

respiratory system in humans state its function
Thursday Engage • Learners draw and label the respiratory system and What have we learnt
learners to state its function. today?
sing songs • Learners are tasked to find out the diseases and Ask learners to
and recite lifestyles that affect the respiratory system adversely. summarize the
familiar important points of the
rhymes Assessment: let learners draw and label the respiratory lesson
system and state its function

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : My Country Ghana Sub-strand : Some Selected Individuals

Indicator (code) B5.2.5.1.1

Content standard (code) B5.2.5.1.
Performance Indicator Learners can name Ghanaians who have made significant contribution locally and
internationally
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage With the aid of the internet learners, develop a What have we learnt
learners to documentary/poster of individuals who have today?
sing songs contributed significantly in this field.
and recite Ask learners to
familiar Assessment: let learners develop a documentary/poster summarize the main
of individuals who have contributed significantly in this
rhymes points in the lesson
field.

Which
individuals
have
NANA FIIFI ACQUAH
contribute
d locally
and
internation
ally?

What were
their
contributio
ns
Thursday Engage Identify the traditional rulers whose work inspires you What have we learnt
learners to most and give reasons for your choice. today?
sing songs
and recite Assessment: let learners identify the traditional rulers Ask learners to
familiar whose work inspires you most and give reasons for your summarize the main
choice.
rhymes points in the lesson

Which
individuals
have
contribute
d locally
and
internation
ally?

What were
their
contributio
ns
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL AROUND US Sub-strand : Map Making and Land Marks

Indicator (code) B5.2.3.1.1.

Content standard (code) B5.2.3.1.
Performance Indicator Learners can locate major land marks on a sketch map of the community

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

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners identify major land marks in the community What have we learnt
learners to e.g. the school, post office, police station church, today?
sing songs mosque
and recite Ask learners to
familiar Using landmarks, learners take turns in showing summarize the main
rhymes directions to places in the community points in the lesson

Assessment: Let learners identify major land marks in

the community
NANA FIIFI ACQUAH
Thursday Engage Learners sketch a map of the community indicating What have we learnt
learners to major landmarks today?
sing songs
and recite Assessment: Let learners sketch a map of the Ask learners to
familiar community indicating major landmarks summarize the main
rhymes points in the lesson

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT Sub-strand : MANIPULATIVE SKILLS

PATTERNS

Indicator (code) B5.1.2.1.6

Content standard (code) B5.1.2.1.
Performance Indicator Learners can throw a ball to a moving partner to catch while walking, jogging and
running.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners Learners go through general and specific warm ups. What have we learnt
jog round a Group learners in pairs with a ball. Partners stand at an today?
demarcate appropriate distance facing the each other. Learners
d area in perform throwing and catching whiles walking, jogging Use answers to
files while and running as in handball or basketball based on the summarise the lesson.
singing and balls available and learners’ ability. Supervise learners
clapping to and give the feedback to improve their performance.
warm-up Let them play handball, or basketball game. End the
the body lesson with cool down activities.
for
maximal
NANA FIIFI ACQUAH
performan
ce and to
prevent
injuries

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : God, His Creation and Attributes Sub-strand : The Environment

Indicator (code) B5.1.2.1.1.

Content standard (code) B5.1.2.1.
Performance Indicator Learners can discuss the effects of human activities on the environment

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

Keywords

T. L .R. (s) Pictures

Ref:

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage Let learners write the effects of human activities on the What have we learnt
learners to environment: climate change – heat, floods, rain today?
sing songs storms, infrequent rainfall, famine, drought, etc.
and recite Ask learners to
familiar Assessment: let learners write the effects of human summarize the main
rhymes activities on the environment: points in the lesson

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Internet and social media Sub-strand : WEB BROWSERS AND WEB PAGES
Indicator (code) B5.6.2.1.1. B5.6.2.1.2 B5.6.2.1.3
Content standard (code) B5.6.2.1 B5.6.2.1. B5.6.2.1.
Performance Indicator  Learners can explain what a web browser is and its use.
 Learners can identify web browsers.
 Learners can demonstrate the use of MS-Internet Explorer.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.
Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to understand the concept and use of What have we learnt
learners to browsers through practical lessons. Show interfaces or today?
Wednesday sing songs images of browsers to learners
and recite Guide learners to list the various types of browsers e.g. Ask learners to
familiar Firefox, Internet Explorer, Chrome etc. through summarize the main
rhymes practical lessons or the use of pictures. points in the lesson

Guide learners to launch MS-Internet Explorer and use

the components (navigation, browse, etc.)

Assessment: Let learners write the use of MS-Internet

Explorer

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Performing Arts Sub-strand : Displaying and Sharing

Indicator (code) B5 2.3.4.2

Content standard (code) B5 2.3.4.
Performance Indicator Learners can plan a display of own portfolio of performing artworks to educate and
share creative experiences of artworks that reflect the physical and social
environments of some communities of Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to today?
sing songs during the circuit, district or regional cultural festival of
and recite the cultural education unit of the Ghana Education Ask learners to
familiar Service) that reflect the history and culture of the summarize the main
rhymes people of Africa; points in the lesson
d for performing compositions of own
music, dance, drama, poetry, etc.;
NANA FIIFI ACQUAH
- fixing a date
- selecting a venue
- inviting an audience

(e.g. The Pride of African Culture);

postcards, WhatsApp, E-mail, Twitter, Instagram,

Facebook, announcements, posters, jingles) to target
audience, for example parents, PTA/SMC members,
stakeholders, colleague learners);
select compositions by considering (e.g. creativity and
originality, lyrics, movement patterns, dynamics and
relevance of the message to the theme, social and
cultural importance);

Assessment: let learners write a plan for a display of

own portfolio of performing artworks to educate and
share creative experiences of artworks that reflect the
physical and social environments of some communities
of Africa
Wednesday Engage Learners are to: What have we learnt
learners to today?
sing songs e.g. monologue/solo/group, costumes, props, etc.;
and recite Ask learners to
familiar plan identifying the positions of all facilities (e.g. PA summarize the main
rhymes system, lightings, performance zone, entry, exit, points in the lesson
changing and makeup rooms/corners), characters,
directors, stage managers, audience, health and
security personnel);

make it ready for the performance;

-performance activities such as cleaning,
appreciation, evaluation, reporting, etc

Assessment: let learners write a plan for a display of

own portfolio of performing artworks to educate and
share creative experiences of artworks that reflect the
physical and social environments of some communities
of Africa

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Composition Writing Sub-strand : Descriptive Writing

Indicator (code) B5.4.3.1.1 B5.4.3.1.2

Content standard (code) B5.4.3.1. B5.4.3.1.
Performance Indicator  Learners should write simple descriptive essays about human beings using
controlled composition
 Learners should give simple descriptive essays about objects using
controlled composition
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Use controlled composition to write a short What have we learnt
leaners to descriptive essay on a cardboard. today?
sing songs • Encourage and monitor learners to write simple
and recite descriptive essays about human beings using controlled
familiar composition.
rhymes
NANA FIIFI ACQUAH
Assessment: let learners write simple descriptive essays Review the lesson with
about human beings using controlled composition learners

Engage • Use controlled composition to write a simple What have we learnt

leaners to descriptive essay on a cardboard. today?
sing songs • Let learners write simple descriptive essays about
and recite objects using controlled composition
familiar Review the lesson with
rhymes learners
Assessment: let learners give simple descriptive essays
about objects using controlled composition
Engage • Use controlled composition to write a simple What have we learnt
leaners to descriptive essay on a cardboard. today?
sing songs • Let learners write simple descriptive essays about
and recite objects using controlled composition
familiar Review the lesson with
rhymes learners
Assessment: let learners give simple descriptive essays
about objects using controlled composition

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NANA FIIFI ACQUAH

TERM ONE
BASIC FIVE
WEEK 9
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Asking and Answering Questions
B. Reading B. Listening Comprehension
C. Grammar Usage At Word C. Adjectives
D. Writing D. Creative/ Free Writing
E. Using Writing Conventions E. Using action Words
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) B5.1.8.1.1. B5.2.7.1.1. B5.3.4.1.1. B5.4.11.1.1 B5.5.4.1.1 B5.6.1.1.1.

Content standard (code) B5.1.8.1. B5.2.7.1. B5.3.4.1. B5.4.11.1. B5.5.4.1. B5.6.1.1.
Performance Indicator A. Learners can use the various forms of “do”, “be”, “have”, appropriately in
questions and responses
B. Learners can construct meaning from text read
C. Learners can use comparatives forms of regular and irregular adjectives to
make comparisons: Regular e.g. shorter, Irregular: better
D. Learners can write freely on topics of choice on issues in the community
E. Learners can identify the simple past verbs
F. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords
NANA FIIFI ACQUAH
T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A.ORAL LANGUAGE What have we learnt
learners to • Revise Wh and Yes/No questions by having learners today?
sing songs respond to several of such questions.
and recite • Use the various forms of “do” to construct sentences Ask learners to
familiar as learners listen to you. e. g. Do you like lots of summarize the main
rhymes pepper? Does he teach here? Did we sleep there? points in the lesson
• Answer each question yourself.
• Ask the questions again and have learners give the
answer.
• In pairs, learners ask questions for their partners to
answer.
• Repeat the procedure to introduce the various forms
of “be” (is, am, are etc.) and “have” (has, have, had).

Assessment: let learners ask questions for their

partners to answer.

Tuesday Engage B.READING What have we learnt

learners to Choose different texts for learners to make meaning today?
sing songs from using the different strategies they are familiar
and recite with: Ask learners to
familiar − Use of prior knowledge/experience. summarize the main
rhymes − Making predictions points in the lesson
− Contextual meaning of vocabulary to connect with the
other words to make meaning.

Assessment: let learners construct meaning from text

read ask questions for their partners to answer.
Wednesday Engage C.GRAMMAR What have we learnt
learners to • Revise the formation of the comparative adjective today?
sing songs using er and the superlative using est .e.g. fat, fatter,
and recite fattest. Ask learners to
familiar • Introduce learners to formation of comparison for summarize the main
rhymes irregular adjectives. points in the lesson
NANA FIIFI ACQUAH
• Let them form the comparative forms for irregular
adjectives. e.g.
good better
Bad worse
• Introduce drills to give learners practice in their
usage.

Assessment: let learners use comparatives forms of

regular and irregular adjectives to make comparisons

Thursday Engage D.WRITING What have we learnt

learners to • Revise the stages of the writing process today?
sing songs • Have learners follow the writing process to create
and recite their own pieces on a given topic. Ask learners to
familiar • Learners present their work for editing. summarize the main
rhymes • Have pupils publish their works on the notice board. points in the lesson

Assessment: let learners write freely on topics of

choice on issues in the community
Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to Distribute a sample story and let learners identify the today?
sing songs simple past verbs to observe how they are used in
and recite sentences. Ask learners to
familiar • Working in pairs, learners write their own story using summarize the main
rhymes the simple past. points in the lesson
• Guide learners to do their own editing paying
attention to the correct use of the simple past.

Assessment: let learners identify the simple past verbs

in sentences
Friday Guide E.EXTENSIVE READING Have learners to tell
learners to • Have learners read independently books of their what they read to the
choose and choice during the library period. whole class
read books • Learners think-pair-share their stories with peers.
during the • Ask each learner to write a-two-three paragraph
library summary of the book read.
period • Invite individuals to present their work to the class for
feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-
paragraph summary of each book read

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

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

Indicator (code) B5. 1.2.3.1 B5.1.2.4.1

Content standard B5. 1.2.3. B5.1.2.4.
(code)
Performance Indicator  Learners can determine basic division fact up to 81
 Learners can divide 3-digit numbers by 1-digit number efficiently
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development
and Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Sing songs Investigate numbers that are multiples of 3,4, 6, 8 and Review the lesson with
like: 9. How do you know a number is divisible by 3, 4, 6, 9? Learners
(This is also known as the divisibility test).
NANA FIIFI ACQUAH
I’m
counting
one, what Assessment: have learners to practice with more
examples
is one

Tuesday Sing songs Draw a 6 by 6 multiplication chart and use it as a game Review the lesson with
like: board to play the 3-in-a-line game with a pair of dice or Learners
playing cards. Players take turns in throwing a one dice
and mark (or cover) a number that can be divided by
I’m
the results (i.e. a quotient). The winner is the one who
counting obtains three numbers in a line.
one, what
is one
1 - One is
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples
Wednesda Sing songs Review the lesson with
y like: Division as repeated subtraction (using the long Learners
division method). Explain division as a way of
repeatedly subtracting a divisor number from a given
I’m
dividend until there is none left and then determining
counting the number of times the divisor is taken from the
one, what dividend
is one
1 - One is
one alone,
NANA FIIFI ACQUAH
alone it
shall be.

Assessment: have learners to practice with more

examples

Thursday Sing songs Review the lesson with

like: Division as repeated subtraction (using the long Learners
division method). Explain division as a way of
repeatedly subtracting a divisor number from a given
I’m
dividend until there is none left and then determining
counting the number of times the divisor is taken from the
one, what dividend
is one
1 - One is
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples

Friday Sing songs Review the lesson with

like: Division as repeated subtraction (using the long Learners
division method). Explain division as a way of
repeatedly subtracting a divisor number from a given
I’m
dividend until there is none left and then determining
counting the number of times the divisor is taken from the
one, what dividend
is one
1 - One is
one alone,
alone it
shall be.
NANA FIIFI ACQUAH

Assessment: have learners to practice with more

examples

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : SYSTEMS Sub-strand : THE SOLAR SYSTEM

Indicator (code) B5.3.2.1.1

Content standard (code) B5.3.2.1.
Performance Indicator Learners can identify the components of the solar system (sun, earth, moon, other
planets, satellite)
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Present learners with a chart, model or video depicting What have we learnt
learners to the solar system or draw the solar system on the board, today?
sing songs using different colours to illustrate the different bodies.
and recite • Learners recite the poem, “I see the moon, and the Ask learners to
familiar moon sees me”. summarize the
rhymes • Initiate a discussion on the importance of the sun to important points of the
life on earth. lesson
• Explain to the learners that the earth orbits (moves
around) the sun, leading to changes in seasons (it takes
a year for the earth to move around the sun).
NANA FIIFI ACQUAH
• Learners are made to understand that heavenly
bodies that move around the sun are called planets.
• Learners observe the planet Venus, the brightest
object in the sky before sunset or several hours after
sunrise.
• Learners are guided to role- play the sun and the
planets in the solar system.

Assessment: let learners identify the components of the

solar system
Thursday Engage • Share folktales about the sun and moon with learners What have we learnt
learners to today?
sing songs Assessment: let learners write folktales about the sun Ask learners to
and recite and moon summarize the
familiar important points of the
rhymes lesson

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Europeans in Ghana Sub-strand : International Trade Including the Slave Trade

Indicator (code) B5.3.2.1.1

Content standard (code) B5.3.2.1.
Performance Indicator Learners can investigate why the Europeans began trading in humans by the 16th
century.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage 1. Use a map to explain the concept of Trans-Atlantic What have we learnt
learners to Slave Trade. today?
sing songs 2. Role play/show documentary on how the slave trade
and recite was conducted. To visit/show pictures
familiar of some forts and
Assessment: let learners narrate how the slave trade
rhymes castles as next lesson
was conducted

Which
Europeans
took part
NANA FIIFI ACQUAH
in the
trade in
humans?
Thursday Engage 3. Brainstorm the reasons why the Europeans began What have we learnt
learners to trading in humans. today?
sing songs 4. Visit/show pictures of some forts and castles.
and recite Ask learners to
familiar Assessment: let learners give summarize the main
reasons why the Europeans began trading in humans.
rhymes points in the lesson

Why did
the
Europeans
begin
trading in
humans?

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL AROUND US Sub-strand : Population and Settlement

Indicator (code) B5.2.4.1.1.

Content standard (code) B5.2.4.1.
Performance Indicator Learners can explain the features of rural settlement

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

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners talk about the features of rural and urban What have we learnt
learners to settlements e.g. in rural settlements there is small today?
sing songs population, few buildings, people living far apart.
and recite In urban settlements the population is large, there is Ask learners to
familiar large market. summarize the main
rhymes Learners in groups talk about the main activities in the points in the lesson
rural and urban settlements of Ghana.
What can do to get food and money e.g. rural
settlement: crop farming, animal rearing, hunting
NANA FIIFI ACQUAH
Assessment: Let learners explain the features of rural
settlement

Thursday Engage Learners draw a rural and urban settlements, showing What have we learnt
learners to some features. today?
sing songs
and recite Assessment: Let learners draw a rural and urban Ask learners to
familiar settlements, showing some features summarize the main
rhymes points in the lesson

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT Sub-strand : MANIPULATIVE SKILLS

PATTERNS

Indicator (code) B5.1.2.1.7:

Content standard (code) B5.1.2.1.
Performance Indicator Learners can catch a ball below the waist and away from the body while jogging
and running.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners Learners start with general and specific warm ups. What have we learnt
jog round a Group learners in pairs with a ball stand at appropriate today?
demarcate distance apart facing each other. Learners perform
d area in throwing and catching ball below the waist and away Use answers to
files while from the body level as they move from one point to the summarise the lesson.
singing and other. Supervise them and give the feedback to
clapping to improve their performance. Learners play handball,
warm-up netball or basketball game. End the lesson with cool
the body down activities
for
maximal
NANA FIIFI ACQUAH
performan
ce and to
prevent
injuries

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : God, His Creation and Attributes Sub-strand : The Environment

Indicator (code) B5.1.2.1.2

Content standard (code) B5.1.2.1.
Performance Indicator Learners can demonstrate ways to care for the environment.

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

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage • Through questions and answers, learners explain What have we learnt
learners to what they think a clean environment should be. today?
sing songs • Using Think-Pair-Share, learners talk about ways of
and recite caring for the environment through: tree planting, Ask learners to
familiar proper disposal of wastes, legal mining, clean-up summarize the main
rhymes exercises, avoiding environmental pollution, etc. points in the lesson

Assessment: let learners identify ways of caring for the

environment

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Internet and social media Sub-strand : SURFING THE WORLD WIDE WEB

Indicator (code) B5.6.3.1.1. B5.6.3.1.1.

Content standard (code) B5.6.3.1. B5.6.3.1.
Performance Indicator  Learners can show how to create a favourite link.
 Learners can demonstrate deleting favourite links
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to create a favourite link What have we learnt
learners to today?
Wednesday sing songs
and recite Guide learners to delete favourite links they have Ask learners to
familiar created in the previous lesson summarize the main
rhymes points in the lesson

Assessment: Let learners describe deleting favourite

links

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
Visual Arts Displaying and Sharing
Performing Arts Appreciating and Appraising

Indicator (code) B5 1.3.4.1 B5 2.4.6.1

Content standard (code) B5 1.3.4. B5 2.4.6.
Performance Indicator  Learners can plan an exhibition of own portfolio of visual artworks to
educate and share creative experiences of artworks that reflect the history
and culture of the people of Africa
 Learners can Develop guidelines for appreciating and appraising own and
others’ performing artworks that reflect the history and culture of the
people of Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to today?
sing songs exhibition centre, preferably during the circuit, district
and recite
NANA FIIFI ACQUAH
familiar or regional cultural festival of the cultural education Ask learners to
rhymes unit of the Ghana Education Service); summarize the main
isual points in the lesson
artworks;

- fixing a date
- selecting a venue
- inviting an audience

(e.g. the African History and Culture).

.g. letters,
postcards, WhatsApp, E-mail, Twitter, Instagram,
Facebook, announcements, posters, jingles) to target
audience such as parents, PTA/SMC members,
stakeholders, colleague learners);

creativity and originality, finishing and decoration,

relevance of the works to the theme, social and cultural
importance);
• decide on mode of display (e.g. hanging, draping,
spreading);
• plan the layout of the exhibition hall, prepare labels
for the works (e.g. title, name of artist, date);
• clean and prepare the hall and its environment and
make it ready for the exhibition;
• plan for post exhibition activities such as cleaning,
appreciation, evaluation, reporting, etc.

Assessment: let learners write a plan for an exhibition

of own portfolio of visual artworks to educate and
share creative experiences of artworks that reflect the
history and culture of the people of Africa
Wednesday Engage Learners are to: What have we learnt
learners to today?
sing songs appreciating/appraising own and/or others’
and recite compositions and performances on the guide guidelines Ask learners to
familiar suggested below; summarize the main
rhymes y the correct vocabulary to use for appreciating points in the lesson
and appraising music, dance and drama;

to share it;
NANA FIIFI ACQUAH

use in recording/documenting the appraisal process;

Suggested guidelines

and blending of parts, interpretation, the elements and

knowledge of music.
on,
gestures, creativity, makeup, movement in relation to
singing and drumming, costume, props, energy, stage
use, stage setting and dynamics

projection, diction, use of space, aesthetics, creativity.

Assessment: let learners write a guidelines for

appreciating and appraising own and others’
performing artworks that reflect the history and culture
of the people of Africa

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Writing Conventions / Usage Sub-strand : Integrating Grammar in Written Language

(Capitalization)
Indicator (code) B5.5.1.1.1. B5.5.1.1.2 B5.5.1.1.3
Content standard (code) B5.5.1.1.. B5.5.1.1. B5.5.1.1.
Performance Indicator  Learners should understand that capital letters begin proper nouns.
 Learners should comprehend the use of capital letters after a colon.
 Learners should understand the use of capital letters after a question
mark
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Write a list of words on the board comprising of What have we learnt
leaners to common nouns and proper nouns. today?
sing songs • Ask learners to group the nouns.
and recite • Discuss with learners the proper nouns.
familiar
rhymes
NANA FIIFI ACQUAH
• Let learners recognise the use of capital letters to
begin the proper nouns. Review the lesson with
• Ask students to write some more proper nouns on the learners
board.
• Ask learners to use some of the proper nouns in
sentences.

Assessment: let learners write some more proper nouns

Engage • Write a paragraph on flash cards with all What have we learnt
leaners to punctuations used. today?
sing songs • Ask learners to recognise where capital letters occur
and recite in the paragraph.
familiar • Discuss the colon and the use of capitals after the
rhymes
colon.
• Use flashcards to help learners understand the use of Review the lesson with
capital letters after a colon. learners

Assessment: let learners use capital letters after a colon

in sentences
Engage • Allow learners to read a passage. What have we learnt
leaners to • Discuss with learners the occurrences of the question today?
sing songs mark in the passage.
and recite • Let learners recognise the words that occur after the
familiar question mark.
rhymes
• Discuss the occurrence of the capital letter to begin
the word after the question mark. Review the lesson with
• Write a few sentences on the board and ask learners learners
to write them out correctly, placing in them question
marks and capital letters, etc.

Assessment: let learners use of capital letters after a

question mark in sentences

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NANA FIIFI ACQUAH

TERM ONE
BASIC FIVE
WEEK 10
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Giving and Following Commands
B. Reading B. Listening Comprehension
C. Grammar Usage At Word C. Verbs
D. Writing D. Creative/ Free Writing
E. Using Writing Conventions E. Using action Words
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) B5.1.9.1.1. B5.2.7.1.2. B5.3.5.1.1. B5.4.11.1.1. B5.5.4.1.1 B5.6.1.1.1.

Content standard (code) B5.1.9.1. B5.2.7.1. B5.3.5.1. B5.4.11.1. B5.5.4.1. = B5.6.1.1.
Performance Indicator A. Learners can give and respond to commands, instructions; give and follow
directions with clear landmarks
B. Learners can note and recall main ideas in a sequence
C. Learners can use different types of verbs in sentences: Main verb, Helping
verb (primary auxiliary and modal auxiliary
D. Learners can write freely on topics of choice on issues in the community
E. Learners can differentiate between how the simple past and the present
perfect tense forms are used in speech and in writing
F. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords
NANA FIIFI ACQUAH

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A.ORAL LANGUAGE What have we learnt
learners to • Revise the concept of giving commands and making today?
sing songs requests.
and recite • In pairs, have learners role-play giving and obeying or Ask learners to
familiar following commands/instructions. summarize the main
rhymes • Model giving simple directions to places in the school points in the lesson
and important places in the community or
environment.
• Provide situations for learners to practise giving
directions.

Assessment: let learners give and respond to

commands, instructions; give and follow directions with
clear landmarks
Tuesday Engage B.READING What have we learnt
learners to Using SQ3R guide learners to present facts and ideas in today?
sing songs a sequential order.
and recite Ask learners to
familiar summarize the main
rhymes Assessment: let learners recall main ideas in a points in the lesson
sequence

Wednesday Engage C.GRAMMAR What have we learnt

learners to • Revise verbs using context. today?
sing songs • Let learners identify main verbs in sentences.
and recite E.g. The boy has bought a new football. Ask learners to
familiar • Provide a text and guide learners to identify auxiliary summarize the main
rhymes (Primary and Modal) verbs. E.g. is, was, have, has, had, points in the lesson
etc.
• Create situations and introduce drills for learners to
have practice using them.

Assessment: let learners use different types of verbs in

sentences
NANA FIIFI ACQUAH
Thursday Engage D.WRITING What have we learnt
learners to • Revise the stages of the writing process today?
sing songs • Have learners follow the writing process to create
and recite their own pieces on a given topic. Ask learners to
familiar • Learners present their work for editing. summarize the main
rhymes • Have pupils publish their works on the notice board. points in the lesson

Assessment: let learners write freely on topics of

choice on issues in the community
Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to Distribute a sample story and let learners identify the today?
sing songs simple past verbs to observe how they are used in
and recite sentences Ask learners to
familiar summarize the main
rhymes Follow the same procedure to guide learners to identify points in the lesson
uses of the present perfect tense.
• Have learners compare how the two tenses are
different.

Assessment: let learners use the simple past and the

present perfect tense forms in sentences
Friday Guide E.EXTENSIVE READING Have learners to tell
learners to • Have learners read independently books of their what they read to the
choose and choice during the library period. whole class
read books • Learners think-pair-share their stories with peers.
during the • Ask each learner to write a-two-three paragraph
library summary of the book read.
period • Invite individuals to present their work to the class for
feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-
paragraph summary of each book read

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

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

Indicator (code) B5.1.2.5.1 B5.1.2.6.1

Content standard B5.1.2.5. B5.1.2.6.
(code)
Performance Indicator  Learners can solve multi step word problems involving the four basic
operations
 Learners can solve simple addition and subtraction problems involving
integers
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development
and Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
NANA FIIFI ACQUAH
Monday Sing songs Learners model mathematical statements from a given Review the lesson with
like: word problem involving addition and multiplication Learners
and solve using the strategies learnt
I’m
Learners model mathematical statements from a given
counting word problem involving division and subtraction and
one, what solve using the strategies learnt
is one
Assessment: have learners to practice with more
examples
Tuesday Sing songs Learners role play a given word problem involving Review the lesson with
like: addition and multiplication and solve Learners

Learners role play a given word problem involving

I’m
subtraction and division and solve
counting
one, what Assessment: have learners to practice with more
is one examples
Wednesda Sing songs Learners model mathematical statements from a given Review the lesson with
y like: word problem involving division and multiplication and Learners
solve using the strategies learnt. The relationship
between operations and the use of calculator and
I’m
spreadsheet to assess the reasonableness of answers
counting should be stressed
one, what
is one
Assessment: have learners to practice with more
examples

Thursday Sing songs Use number line to help learners to do the following Review the lesson with
like: types (addition) Learners
(1) 9 + -4 = _____ (2) -8 + 4 = _____ (3) -3 + -5 = _____
(4) 1 + -3 = _____
I’m
counting (5) -6 + 5 = _____ (6) 6 + -2 = _____ (7) -6 + 8 = _____
one, what (8) -2 + 9 = ______
is one
1 - One is
one alone,
alone it
shall be.

Use number line to help learners to do the following

types (subtraction)
NANA FIIFI ACQUAH
(9) -5 – 1 = ____ (10) -2 – 1 = ____ (11) 8 – 7= ____ (12)
2 – 6 = _____

(13) -1 – 7 = ____ (14) -5 – 7= ____ (15) -8 – 8= ____

(16) 4 – 6 = _____
Assessment: have learners to practice with more
examples
Friday Sing songs Solve word problems; e.g. (i) Some number added to 5 Review the lesson with
like: is equal to -11. Find the number. (ii) Ben and Cam are Learners
diving. Ben is 15.8 meters below the surface of the
water. Cam is 4.2 meters above Ben
I’m
What is Cam's position relative to the surface of the
counting water?
one, what
is one
Assessment: have learners to practice with more
examples

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : SYSTEMS Sub-strand : ECOSYSTEM

Indicator (code) B5.3.3.1.1

Content standard (code) B5.3.3.1.
Performance Indicator Learners can know how various organisms are adapted to survive in their habitat

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

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage • Begin the lesson with a matching activity using What have we learnt
learners to flashcards (write the names of different organisms on today?
sing songs flashcards and a list of habitats on another set of
and recite flashcards for learners to match with). Project: Designing a
familiar • Learners explain why a bird cannot live in water. habitat
rhymes • Learners discuss various habitats of animals and Learners plan, design
plants. and make a model of a
• Brainstorm with learners to come out with the habitat using card
meaning of the term habitat. board, paper, blu tack
NANA FIIFI ACQUAH
• Learners are asked to give examples of animals that and clay to show the
live in water, land and trees. homes of some animals.

Assessment: let learners write the names of different

organisms and their habitat
Thursday Engage • Learners are assisted to discuss how various What have we learnt
learners to organisms adapt to their habitat, e.g. what enables fish today?
sing songs to live in rivers, birds to live on trees? Ask learners to
and recite summarize the
familiar Assessment: let learners describe how various important points of the
rhymes organisms adapt to their habitat lesson

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Europeans in Ghana Sub-strand : International Trade Including the Slave Trade

Indicator (code) B5.3.2.1.1

Content standard (code) B5.3.2.1.
Performance Indicator Learners can investigate why the Europeans began trading in humans by the 16th
century.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage In small groups learners develop a poster on the Trans- What have we learnt
learners to Atlantic Slave Trade. today?
sing songs Groups present their work to the whole class
and recite Ask learners to
familiar Assessment: let learners in small groups develop a summarize the main
poster on the Trans-Atlantic Slave Trade
rhymes points in the lesson

Which
Europeans
took part
NANA FIIFI ACQUAH
in the
trade in
humans?
Why did
the
Europeans
begin
trading in
humans?
Thursday Engage In small groups learners develop a poster on the Trans- What have we learnt
learners to Atlantic Slave Trade. today?
sing songs Groups present their work to the whole class
and recite Ask learners to
familiar Assessment: let learners in small groups develop a summarize the main
poster on the Trans-Atlantic Slave Trade
rhymes points in the lesson

Which
Europeans
took part
in the
trade in
humans?
Why did
the
Europeans
begin
trading in
humans?

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : OUR BELIEFS AND VALUES Sub-strand : Worship

Indicator (code) B5. 3.1.1. 1.
Content standard (code) B5. 3.1.1.
Performance Indicator Learners can give reasons why we worship

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

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners recall the modes of worship (charity, prayer, What have we learnt
learners to song ministration, evangelism,) and give reasons why today?
sing songs we worship: human beings are under the authority of
and recite the Creator, we demonstrate that we depend on God Ask learners to
familiar for survival, etc summarize the main
rhymes points in the lesson
Assessment: Let learners give reasons why we worship:
Thursday Engage Learners listen to and sing religious songs of the three What have we learnt
learners to major religions in Ghana. today?
sing songs
and recite
NANA FIIFI ACQUAH
familiar Assessment: Let learners sing religious songs of the Ask learners to
rhymes three major religions in Ghana. summarize the main
points in the lesson

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT Sub-strand : MANIPULATIVE SKILLS

PATTERNS

Indicator (code) B5.1.2.1.8:

Content standard (code) B5.1.2.1.
Performance Indicator Learners can stop a kicked ball by trapping it with the foot while standing or
moving.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners Learners after warm up stand in pairs facing each other What have we learnt
jog round a with a ball. The partner with the ball throws it to the today?
demarcate partner to trap (control the movement) with the foot,
d area in thigh or chest. The practice should be done one after Use answers to
files while the other. Learners practice and progress at their own summarise the lesson.
singing and pace.
clapping to
warm-up
the body
for
maximal
NANA FIIFI ACQUAH
performan
ce and to
prevent
injuries

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : God, His Creation and Attributes Sub-strand : The Environment

Indicator (code) B5.1.2.1.2

Content standard (code) B5.1.2.1.
Performance Indicator Learners can demonstrate ways to care for the environment.

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

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage Let learners organise and do clean-up exercises in the What have we learnt
learners to school environment. today?
sing songs
and recite Assessment: let learners mention ways to care for the Ask learners to
familiar environment summarize the main
rhymes points in the lesson

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Internet and social media Sub-strand : FAVOURITE PLACES AND SEARCH ENGINE
USING ONLINE FORMS
Indicator (code) B5.6.4.1.1. B5.6.5.1.1.
Content standard (code) B5.6.4.1. B5.6.5.1.
Performance Indicator  Learners can identify common search engines.
 Learners can identify and describe forms in a web page.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to discuss search engines and the What have we learnt
learners to different types of search engines (Google, DuckDuckGo, today?
Wednesday sing songs Yahoo etc.)
and recite Ask learners to
familiar Guide learners to fill out dropdown boxes, combo box, summarize the main
rhymes Text fields etc points in the lesson

Assessment: Let learners identify common search

engines

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Visual Arts Performing Arts Sub-strand : Displaying and Sharing Appreciating and
Appraising
Indicator (code) B5 1.3.5.1 B5 2.4.7.2
Content standard (code) B5 1.3.5. B5 2.4.7.
Performance Indicator  Learners can exhibit portfolio of own and others’ visual art artworks to
share creative experiences of artworks that reflect the history and culture
of the people of Africa
 Learners can analyse and appreciate own or others’ performing artworks
and present reports as feedback on compositions that reflect the physical
and social environments of some communities in Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to today?
sing songs exhibit and mount them based on the space available to
and recite suit the theme for the exhibition (e.g. artworks that Ask learners to
familiar best tell the story of the history and culture of the summarize the main
rhymes people of Africa); points in the lesson
NANA FIIFI ACQUAH

spreading, leaning, using plinths to raise or add height

and depth to some exhibits;
hip
(calligraphy) or ICT (computer) prints: name of artist,
title of work, size of work, date of production;

(individually or in groups) and ensure they are carried

out successfully (e.g. leading visitors through the
exhibition space, explaining the concepts/title of the
artworks and the theme for the exhibition, writing of
comments and signing of visitors’ books);

Assessment: let learners exhibit portfolio of own and

others’ visual art artworks to share creative experiences
of artworks that reflect the history and culture of the
people of Africa

Wednesday Engage Learners are to: What have we learnt

learners to today?
sing songs (own or that of others) that reflect the physical and
and recite social environments of some communities in Africa; Ask learners to
familiar summarize the main
rhymes agreed guidelines; points in the lesson
appreciation/appraisal to
modify the product or to produce similar or another
composition and performance;

accepted social media by the class/group (e.g.

Facebook, Twitter, Instagram, WhatsApp).

Assessment: let learners write a report on appreciating

own or others’ performing artworks and present
reports as feedback on compositions that reflect the
physical and social environments of some communities
in Africa

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Writing Conventions / Usage Sub-strand: Integrating Grammar in Written Language

(Punctuation) .
Integrating Grammar in Written Language (Use of action
words)
Indicator (code) B5.5.2.1.1 B5.5.2.1.2 B5.5.2.1.3
Content standard (code) B5.5.2.1. B5.5.2.1. B5.5.2.1.
Performance Indicator  Learners should recognise and use commas, full stops, and question marks
appropriately in writing.
 Learners should understand and use exclamation mark in writing
appropriately
 Learners should use colon and quotation marks in writing appropriately
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)
Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Show a passage to learners and allow the learners to What have we learnt
leaners to read. today?
sing songs • Read the passage aloud to learners.
and recite
NANA FIIFI ACQUAH
familiar • Let learners recognise the punctuation used in the
rhymes passage.
• Write a paragraph on a flash card without any
punctuations. Review the lesson with
• Guide learners to use commas, full stops, and learners
question marks appropriately in the writing.

Assessment: let learners use commas, full stops, and

question marks appropriately in writing.
Engage • Allow learners to read a passage and discuss the What have we learnt
leaners to punctuations with learners. today?
sing songs • Talk about the exclamation mark.
and recite • Write a paragraph on a flash card without some
familiar punctuations, e.g. the exclamation mark.
rhymes
• Read the paragraph aloud to learners.
• Assist learners to use exclamation marks to punctuate Review the lesson with
the writing appropriately learners

Assessment: let learners use exclamation mark in writing

appropriately
Engage • Revise the lesson on colon with learners and discuss What have we learnt
leaners to quotation marks with learners. today?
sing songs • Give a short passage and ask learners to put in the
and recite colon and quotation marks appropriately.
familiar
rhymes
Assessment: let learners use colon and quotation marks
in writing appropriately Review the lesson with
learners

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH

TERM ONE
BASIC FIVE
WEEK 11
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Presentation
B. Reading B. Listening Comprehension
C. Grammar Usage At Word C. Verbs
D. Writing D. Descriptive Writing
E. Using Writing Conventions E. Using action Words
F. Extensive Reading F. Building the Love and Culture of Reading
Indicator (code) B5.1.10.1.1. B5.2.7.1.3 B5.3.5.1.2 B5.4.12.1.1. B5.5.4.1.2 B5.6.1.1.1.
Content standard (code) B5.1.10.1. B5.2.7.1. B5.3.5.1. B5.4.12.1. B5.5.4.1. B5.6.1.1.
Performance Indicator A. Learners can demonstrate awareness of the features of spoken language,
e.g. use of discourse markers – well, also, finally
B. Learners can Scan texts for details
C. Learners can use appropriate subject-verb agreement:
D. Learners can use descriptive words/expressions/sound devices/ figurative
language to describe places, personal experiences and events.
E. Learners can use the simple past verb form to express past needs, feelings
and interest
F. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords
NANA FIIFI ACQUAH
T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref:

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
DAYS PHASE 1: PHASE 2: MAIN 40MINS PHASE 3: REFLECTION
STARTER (New Learning Including Assessment) 10MINS
10 (Learner And Teacher)
MINS
(Preparing
The Brain
For
Learning)
Monday Engage A.ORAL LANGUAGE What have we learnt
learners to • Revise important features of spoken language such as today?
sing songs use of contractions and ellipsis.
and recite • Help learners to use contractions and ellipsis in Ask learners to
familiar speech. summarize the main
rhymes E.g. points in the lesson
1. Contraction:
i. Kofi cannot come today.
ii. Kofi can’t come today.
2. Ellipis:
A: When will you come?
B: Tomorrow

Assessment: let learners use contractions and ellipsis in

speech.
Tuesday Engage B.READING What have we learnt
learners to • Guide learners to skim and scan texts for details. today?
sing songs • Have learners skim/scan a text in a short period/time
and recite frame and write down their ideas. Ask learners to
familiar • Discuss the answers together as a class. summarize the main
rhymes points in the lesson
Assessment: let learners skim and scan passages for
details.
Wednesday Engage C.GRAMMAR What have we learnt
learners to • Review subjects and verbs in simple sentences. today?
sing songs • Use examples to introduce and explain subject-verb
and recite agreement.
NANA FIIFI ACQUAH
familiar • Present sentences with missing subjects and others Ask learners to
rhymes without verbs for learners to complete. summarize the main
• Introduce drills e.g. a completion drill to give further points in the lesson
practice

Assessment: Present sentences with missing subjects

and others without verbs for learners to complete

Thursday Engage D.WRITING What have we learnt

learners to • Revise descriptive writing with learners. today?
sing songs • Talk about sensory details that allow a reader to
and recite visualise a person, a place, a thing or an idea. Ask learners to
familiar • Guide learners through the stages of writing. summarize the main
rhymes • Write to describe events/situations/places of their points in the lesson
choice and personal experiences. Focus on the use of:
− Descriptive (adjectives)
− Figurative language e.g. simile – metaphor
− Sensory details (sensory details that are experience
through the senses: sight, smell, touch, taste

Assessment: let learners use descriptive

words/expressions/sound devices/ figurative language
to describe places, personal experiences and events.

Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to Let learners write on a story. today?
sing songs E.g. What happened after school on Monday?
and recite • Discus the essay topic with learners and use the Ask learners to
familiar webbing strategy to help them write on the chosen summarize the main
rhymes topic. Learners write individually. points in the lesson
• Learners exchange their work and edit as teacher
guides by focusing on the past verb form and past
participle form..
• Guide learners to rewrite the essay incorporating the
corrections.

Assessment: let learners use the simple past verb form

to express past needs, feelings and interest

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Number Sub-strand : Fractions

Indicator (code) B5.1.3.1.1 B5.1.3.1.2

Content standard (code) B5.1.3.1. B5.1.3.1.
Performance Indicator  Learners can determine equivalent fractions of given fractions
 Learners can compare and order fractions
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development
and Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Sing songs Review the lesson with
like: To compare, add or subtract the fractions,3/4,5/6 and Learners
7/10 , we need find the Lowest Common Denominator
(LCD) and use this to express the equivalent fractions.
NANA FIIFI ACQUAH
I’m Use the prime factorising strategy to determine the
counting LCD of 4, 6, and 20. Use the LCD work out the
one, what equivalent fractions.
3/4= ?/36; 5/6 = ??/36; and 7/10 = ???/36.
is one
[To obtain the numerators, determine how many times
the denominator goes into the LCD and multiply this by
the numerator to obtain a new numerator.]

24 = 2 x 2 x 2 x 3 so 2 and 3 are prime factors of 24

Assessment: have learners to practice with more

examples
Tuesday Sing songs Review the lesson with
like: To compare, add or subtract the fractions,3/4,5/6 and Learners
7/10 , we need find the Lowest Common Denominator
(LCD) and use this to express the equivalent fractions.
I’m
Use the prime factorising strategy to determine the
counting LCD of 4, 6, and 20. Use the LCD work out the
one, what equivalent fractions.
is one 3/4= ?/36; 5/6 = ??/36; and 7/10 = ???/36.
1 - One is [To obtain the numerators, determine how many times
one alone, the denominator goes into the LCD and multiply this by
alone it the numerator to obtain a new numerator.]
shall be.
24 = 2 x 2 x 2 x 3 so 2 and 3 are prime factors of 24
NANA FIIFI ACQUAH

Assessment: have learners to practice with more

examples
Wednesda Sing songs Review the lesson with
y like: Find the Lowest Common Denominator (LCD) of the Learners
fractions and use this to express their equivalent
fractions and use them for the comparison; e.g. which
I’m
is larger, 5/6 and 3/4or 2/3?
counting E.g. 2 Change the fractions to percentages or decimals
one, what and use them for the comparison.
is one i.e. 5/6 = 0.83, 3/4 = 0.75, and 2/3 = 0.66, and
1 - One is compare.
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples

Thursday Sing songs Review the lesson with

like: Find the Lowest Common Denominator (LCD) of the Learners
fractions and use this to express their equivalent
fractions and use them for the comparison; e.g. which
I’m
is larger, 5/6 and 3/4or 2/3?
counting
NANA FIIFI ACQUAH
one, what E.g. 2 Change the fractions to percentages or decimals
is one and use them for the comparison.
1 - One is i.e. 5/6 = 0.83, 3/4 = 0.75, and 2/3 = 0.66, and
compare.
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples

Friday Sing songs Review the lesson with

like: Find the Lowest Common Denominator (LCD) of the Learners
fractions and use this to express their equivalent
fractions and use them for the comparison; e.g. which
I’m
is larger, 5/6 and 3/4or 2/3?
counting E.g. 2 Change the fractions to percentages or decimals
one, what and use them for the comparison.
is one i.e. 5/6 = 0.83, 3/4 = 0.75, and 2/3 = 0.66, and
1 - One is compare.
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : FORCES AND ENERGY Sub-strand : SOURCES AND FORMS OF ENERGY

Indicator (code) B5.4.1.1.1

Content standard (code) B5.4.1.1.1
Performance Indicator Learners can explain how energy is transformed from one form to another

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

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Explore learners’ previous knowledge on the forms of What have we learnt
learners to energy (e.g. Electrical, heat, light, sound). today?
sing songs • Use some common devices (e.g. torch, radio,
and recite television, etc.) to demonstrate transformation of Ask learners to
familiar energy. summarize the
rhymes • Learners discuss energy transformations that take important points of the
place in the school, e.g. ringing of bell, beating of gong- lesson
gong, drumming, etc.
NANA FIIFI ACQUAH
• In groups, learner’s identity other forms of energy
transformations in the school community and present
their findings for discussion in the class.

Assessment: let learners explain how energy is

transformed from one form to another
Thursday Engage • Learners design a flow chart to explain how energy What have we learnt
learners to from the sun is transformed into energy for walking. today?
sing songs Ask learners to
and recite Assessment: let learners design a flow chart to explain summarize the
familiar how energy from the sun is transformed into energy for important points of the
rhymes walking. lesson

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Colonisation and Developments Sub-strand : Developments Under Colonial Rule

under Colonial Rule in Ghana

Indicator (code) B5.4.2.1.1

Content standard (code) B5.4.2.1.
Performance Indicator Learners can identify the developments in education during the colonial era (1874-
1957).
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Identify schools that existed by 1930, where they are What have we learnt
learners to located and state some facts about these schools. today?
sing songs
and recite Ask learners to
familiar Assessment: let learners identify schools that existed by summarize the main
1930, where they are located and state some facts
rhymes points in the lesson
about these schools

Which
schools
NANA FIIFI ACQUAH
were built
during the
colonial
period?
Where
were they
located?
Thursday Engage List some of the measures the British took to promote What have we learnt
learners to education in the Gold Coast. e.g. Ordinances to make today?
sing songs sure all teachers were registered
and recite Ask learners to
familiar Assessment: let learners list some of the measures the summarize the main
British took to promote education in the Gold Coast
rhymes points in the lesson

What did
the British
do to
promote
education?

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : OUR BELIEFS AND VALUES Sub-strand : Worship

Indicator (code) B5. 3.1.1. 1.
Content standard (code) B5. 3.1.1.
Performance Indicator Learners can identify the moral significance of Sacred Passages and Oral Traditions
in the three main religions
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners recite selected passages and, or oral traditions What have we learnt
learners to e.g.: The Ten Commandments (Exodus 20) and show today?
sing songs how they can apply them in their daily lives.
and recite Ask learners to
familiar Assessment: Let learners write the moral significance summarize the main
rhymes of the Ten Commandments points in the lesson

Thursday Engage Learners recite selected passages and, or oral traditions What have we learnt
learners to e.g.: Al-Fathiha and show how they can apply them in today?
sing songs their daily lives.
and recite
NANA FIIFI ACQUAH
familiar Assessment: Let learners write the moral significance of Ask learners to
rhymes the Al-Fathiha summarize the main
points in the lesson

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT PATTERNS Sub-strand : MANIPULATIVE SKILLS

Indicator (code) B5.1.2.1.9:

Content standard (code) B5.1.2.1.
Performance Indicator Learners can dribble a ball (by hand) while preventing another
person from possessing the ball.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing the brain
for learning)
Friday Learners jog round a Put Learners in pairs after a warm up. What have we learnt
demarcated area in files Learners dribble their peers with their today?
while singing and foot as in football or with their hands
clapping to warm-up as in handball but through cones or Use answers to
the body for maximal similar obstacles. Learners progress to summarise the lesson.
performance and to advance dribbling their peers prevent
prevent injuries them from taking possession of the
balls. Alternate the hand or foot used
in the dribble. Keep ball away from
peers by placing your body in between
ball and partner. Organise a mini
NANA FIIFI ACQUAH
football competition. End the lesson
with cool down activities.

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : God, His Creation and Attributes Sub-strand : The Environment

Indicator (code) B5.1.2.1.2

Content standard (code) B5.1.2.1.
Performance Indicator Learners can demonstrate ways to care for the environment.

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

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage Guide learners in groups to do a project on: clearing a What have we learnt
learners to rubbish dump, planting trees, checking erosion, clearing today?
sing songs choked gutters, etc.
and recite Ask learners to
familiar Assessment: let learners mention ways to care for the summarize the main
rhymes environment points in the lesson

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: Computing CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Internet and social media Sub-strand : customizing your browser

Indicator (code) B5.6.6.1.1. B5.6.6.1.2.

Content standard (code) B5.6.6.1. B5.6.6.1.
Performance Indicator  Learners can demonstrate how to set default search engines
 Learners can show how to set homepages
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to set default search engines What have we learnt
learners to today?
Wednesday sing songs Guide learners to set homepages.
and recite Ask learners to
familiar summarize the main
rhymes points in the lesson
Assessment: Let learners describe how to set
homepages

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Visual Arts Performing Arts Sub-strand : Appreciating and Appraising

Indicator (code) B5 1.4.6.2 B5 2.4.6.2

Content standard (code) B5 1.4.6. B5 2.4.6.
Performance Indicator  Learners can Develop guidelines for appreciating and appraising own and
others’ visual artworks that reflect the physical and social environments of
some communities in Africa
 Learners can Develop guidelines for appreciating and appraising own and
others’ performing artworks that reflect the physical and social
environment of some communities in Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to discuss and accept a guide for appreciating and today?
sing songs appraising own and/or others’ visual artworks based on
and recite the guidelines suggested below; Ask learners to
familiar identify the correct vocabulary to use for appreciating summarize the main
rhymes and appraising artworks; points in the lesson
agree on what to use the appraisal report for and how
to share it;
NANA FIIFI ACQUAH
agree on the approach/method (manual/digital) to
use in recording/documenting the appraisal process;
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 (paper, pencil, clay, wood), size of the
work, number of 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.

Assessment: let learners write guidelines for

appreciating and appraising own and others’ visual
artworks
Wednesday Engage Learners are to: What have we learnt
learners to discuss and accept a guide for analysing and today?
sing songs appreciating/appraising own and/or others’
and recite compositions and performances on the guide guidelines Ask learners to
familiar suggested below; summarize the main
rhymes identify the correct vocabulary to use for appreciating points in the lesson
and appraising music, dance and drama;
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;
fix a day/date for the appreciation/appraisal/jury

Suggested guidelines
Music: theme, voice production and diction, harmony
and blending of parts, interpretation, the elements and
knowledge of music.
Dance: theme, entrance/exit, movement variation,
gestures, creativity, makeup, movement in relation to
NANA FIIFI ACQUAH
singing and drumming, costume, props, energy, stage
use, stage setting and dynamics.
Drama: characterisation, makeup, gestures, voice
projection, diction, use of space, aesthetics, creativity.

Assessment: let learners writ guidelines for appreiating

and appraising own and others’ performing artworks

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Extensive Reading Sub-strand : Building the Love and Culture of Reading in
Learners
Indicator (code) B5.6.1.1.1 B5.6.1.1.2
Content standard (code) B5.6.1.1. B5.6.1.1.
Performance Indicator  Learners should read aloud passages from novels and newspapers with
correct pronunciation and tone.
 Learners should demonstrate correct speech, rhythm and tone
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Read a passage aloud to learners. What have we learnt
leaners to • Use flashcards with three to four word sentences today?
sing songs written on them to assist learners with correct
and recite pronunciation and intonation.
familiar • Let learners bring other materials on literary works
rhymes
like magazines or newspapers to read.
NANA FIIFI ACQUAH
• Call learners to read paragraph by paragraph to check Review the lesson with
the correct pronunciation learners

Assessment: let learners read aloud passages from

novels and newspapers with correct pronunciation and
tone
Engage • Read a newspaper or novel aloud to learners with the What have we learnt
leaners to correct tone and rhythm. today?
sing songs Allow learners to demonstrate correct speech, rhythm
and recite and tone.
familiar Review the lesson with
rhymes
Assessment: let learners read with correct rhythm and learners
tone
Engage • Read a newspaper or novel aloud to learners with the What have we learnt
leaners to correct tone and rhythm. today?
sing songs Allow learners to demonstrate correct speech, rhythm
and recite and tone.
familiar Review the lesson with
rhymes
Assessment: let learners with correct rhythm and tone learners

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NANA FIIFI ACQUAH

TERM ONE
BASIC FIVE
WEEK 12
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Presentation
B. Reading B. Listening Comprehension
C. Grammar Usage At Word C. Verbs
D. Writing D. Descriptive Writing
E. Using Writing Conventions E. Using action Words
F. Extensive Reading F. Building the Love and Culture of Reading
Indicator (code) B5.1.10.1.2. B5.2.7.1.3. B5.3.5.1.2 B5.4.12.1.1. B5.5.4.1.2 B5.6.1.1.1.
Content standard (code) B5.1.10.1. B5.2.7.1.. B5.3.5.1. B5.4.12.1. . B5.5.4.1. B5.6.1.1.
Performance Indicator A. Learners can demonstrate awareness of the differences between spoken
and written forms of language, e.g. formal and informal register
B. Learners can scan texts for details
C. Learners can use appropriate subject-verb agreement:
D. Learners can use descriptive words/expressions/sound devices/ figurative
language to describe places, personal experiences and events
E. Learners can use the simple past verb form to express past needs, feelings
and interest
F. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords
NANA FIIFI ACQUAH
T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A.ORAL LANGUAGE What have we learnt
learners to • Revise some differences between spoken and written today?
sing songs forms of language, e.g. simplicity in spoken sentences
and recite and complexity of written sentences. Ask learners to
familiar e.g. written: I have not gone there. summarize the main
rhymes spoken: I haven’t gone there. points in the lesson
• Demonstrate simplicity of spoken language by giving
short and simple speeches on a topic.
E.g. Introduction of a chairman.
• Encourage learners to give short and simple speeches
on chosen topics, e.g. My Favourite Meal

Assessment: let learners give short and simple

speeches on chosen topics, e.g. My Favourite Meal

Tuesday Engage B.READING What have we learnt

learners to • Guide learners to skim and scan texts for details. today?
sing songs • Have learners skim/scan a text in a short period/time
and recite frame and write down their ideas. Ask learners to
familiar • Discuss the answers together as a class. summarize the main
rhymes points in the lesson
Assessment: let learners scan texts for details

Wednesday Engage C.GRAMMAR What have we learnt

learners to • Review subjects and verbs in simple sentences. today?
sing songs • Use examples to introduce and explain subject-verb
and recite agreement. Ask learners to
familiar • Present sentences with missing subjects and others summarize the main
rhymes without verbs for learners to complete. points in the lesson
• Introduce drills e.g. a completion drill to give further
practice

Assessment: Present sentences with missing subjects

and others without verbs for learners to complete
NANA FIIFI ACQUAH
Thursday Engage D.WRITING What have we learnt
learners to • Revise descriptive writing with learners. today?
sing songs • Talk about sensory details that allow a reader to
and recite visualise a person, a place, a thing or an idea. Ask learners to
familiar • Guide learners through the stages of writing. summarize the main
rhymes • Write to describe events/situations/places of their points in the lesson
choice and personal experiences. Focus on the use of:
− Descriptive (adjectives)
− Figurative language e.g. simile – metaphor
− Sensory details (sensory details that are experience
through the senses: sight, smell, touch, taste

Assessment: let learners use descriptive

words/expressions/sound devices/ figurative language
to describe places, personal experiences and events.

Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to Let learners write on another topic individually using today?
sing songs the past verb form.
and recite Ask learners to
familiar Assessment: let learners use the simple past verb form summarize the main
rhymes to express past needs, feelings and interest points in the lesson
Friday Guide E.EXTENSIVE READING Have learners to tell
learners to • Have learners read independently books of their what they read to the
choose and choice during the library period. whole class
read books • Learners think-pair-share their stories with peers.
during the • Ask each learner to write a-two-three paragraph
library summary of the book read.
period • Invite individuals to present their work to the class for
feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-
paragraph summary of each book read

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :

Indicator (code) B5.1.3.1.1 B5.1.3.1.2

Content standard (code) B5.1.3.1. B5.1.3.1.
Performance Indicator  Learners can determine equivalent fractions of given fractions
 Learners can compare and order fractions
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Sing songs Review the lesson with
like: To compare, add or subtract the fractions,3/4,5/6 and Learners
7/10 , we need find the Lowest Common Denominator
(LCD) and use this to express the equivalent fractions.
NANA FIIFI ACQUAH
I’m Use the prime factorising strategy to determine the LCD
counting of 4, 6, and 20. Use the LCD work out the equivalent
one, what fractions.
3/4= ?/36; 5/6 = ??/36; and 7/10 = ???/36.
is one
[To obtain the numerators, determine how many times
the denominator goes into the LCD and multiply this by
the numerator to obtain a new numerator.]

24 = 2 x 2 x 2 x 3 so 2 and 3 are prime factors of 24

Assessment: have learners to practice with more

examples
Tuesday Sing songs Review the lesson with
like: To compare, add or subtract the fractions,3/4,5/6 and Learners
7/10 , we need find the Lowest Common Denominator
(LCD) and use this to express the equivalent fractions.
I’m
Use the prime factorising strategy to determine the LCD
counting of 4, 6, and 20. Use the LCD work out the equivalent
one, what fractions.
is one 3/4= ?/36; 5/6 = ??/36; and 7/10 = ???/36.
1 - One is [To obtain the numerators, determine how many times
one alone, the denominator goes into the LCD and multiply this by
alone it the numerator to obtain a new numerator.]
shall be.
24 = 2 x 2 x 2 x 3 so 2 and 3 are prime factors of 24

Assessment: have learners to practice with more

examples
NANA FIIFI ACQUAH
Wednesday Sing songs Review the lesson with
like: Find the Lowest Common Denominator (LCD) of the Learners
fractions and use this to express their equivalent
fractions and use them for the comparison; e.g. which is
I’m
larger, 5/6 and 3/4or 2/3?
counting E.g. 2 Change the fractions to percentages or decimals
one, what and use them for the comparison.
is one i.e. 5/6 = 0.83, 3/4 = 0.75, and 2/3 = 0.66, and compare.
1 - One is
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples

Thursday Sing songs Review the lesson with

like: Find the Lowest Common Denominator (LCD) of the Learners
fractions and use this to express their equivalent
fractions and use them for the comparison; e.g. which is
I’m
larger, 5/6 and 3/4or 2/3?
counting E.g. 2 Change the fractions to percentages or decimals
one, what and use them for the comparison.
is one i.e. 5/6 = 0.83, 3/4 = 0.75, and 2/3 = 0.66, and compare.
1 - One is
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples

Friday Sing songs Review the lesson with

like: Find the Lowest Common Denominator (LCD) of the Learners
fractions and use this to express their equivalent
fractions and use them for the comparison; e.g. which is
I’m
larger, 5/6 and 3/4or 2/3?
counting E.g. 2 Change the fractions to percentages or decimals
one, what and use them for the comparison.
is one i.e. 5/6 = 0.83, 3/4 = 0.75, and 2/3 = 0.66, and compare.
NANA FIIFI ACQUAH
1 - One is
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : FORCES AND ENERGY Sub-strand : SOURCES AND FORMS OF ENERGY

Indicator (code) B5.4.1.1.1

Content standard (code) B5.4.1.1.
Performance Indicator Learners can explain how energy is transformed from one form to another

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

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Explore learners’ previous knowledge on the forms of What have we learnt
learners to energy (e.g. Electrical, heat, light, sound). today?
sing songs • Use some common devices (e.g. torch, radio,
and recite television, etc.) to demonstrate transformation of Ask learners to
familiar energy. summarize the
rhymes • Learners discuss energy transformations that take important points of the
place in the school, e.g. ringing of bell, beating of gong- lesson
gong, drumming, etc.
NANA FIIFI ACQUAH
• In groups, learner’s identity other forms of energy
transformations in the school community and present
their findings for discussion in the class.

Assessment: let learners explain how energy is

transformed from one form to another
Thursday Engage • Learners design a flow chart to explain how energy What have we learnt
learners to from the sun is transformed into energy for walking. today?
sing songs Ask learners to
and recite Assessment: let learners design a flow chart to explain summarize the
familiar how energy from the sun is transformed into energy for important points of the
rhymes walking. lesson

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Colonisation and Developments Sub-strand : Developments Under Colonial Rule

under Colonial Rule in Ghana

Indicator (code) B5.4.2.1.1

Content standard (code) B5.4.2.1.
Performance Indicator Learners can identify the developments in education during the colonial era (1874-
1957).
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Discuss the role of the churches in Ghana’s education What have we learnt
learners to sector today?
sing songs
and recite Assessment: let learners mention the role of the Ask learners to
familiar churches in Ghana’s education sector summarize the main
rhymes points in the lesson

What did
the British
NANA FIIFI ACQUAH
do to
promote
education?
Thursday Engage Recall the role of the important people in What have we learnt
learners to (a) the community and today?
sing songs (b) the country who played key role in the educational
and recite sector, e.g. Dr Kwegyir Aggrey. Ask learners to
familiar NB: Display pictures of such people in the class. summarize the main
rhymes points in the lesson
Assessment: let learners mention important people in
(a) the community and
(b) the country who played key role in the educational
sector

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : OUR BELIEFS AND VALUES Sub-strand : Worship

Indicator (code) B5. 3.1.1. 1.

Content standard (code) B5. 3.1.1.
Performance Indicator Learners can identify the moral significance of Sacred Passages and Oral Traditions
in the three main religions
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners recite selected passages and, or oral traditions What have we learnt
learners to e.g.: Folktales, and show how they can apply them in today?
sing songs their daily lives.
and recite Ask learners to
familiar summarize the main
rhymes points in the lesson
Assessment: Let learners identify the moral significance
of Folktales,
NANA FIIFI ACQUAH
Thursday Engage Learners relate the moral values they have learned to What have we learnt
learners to their lives e.g. honesty, sacrifice, dedication, today?
sing songs commitment, forgiveness, etc.
and recite Ask learners to
familiar summarize the main
rhymes Assessment: Let learners relate the moral values they points in the lesson
have learned to their lives

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT Sub-strand : MANIPULATIVE SKILLS

PATTERNS

Indicator (code) B5.1.2.1.10

Content standard (code) B5.1.2.1.
Performance Indicator Learners can dribble a ball (by foot) and kick it to a partner at a distance of about
five metres.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners Put learners in pairs after a warm up. Learners to What have we learnt
jog round a dribble a ball through cones, skittles or objects and kick today?
demarcate it to a partner at five metres. Organise a mini football
d area in game for learner to participate in. Use answers to
files while summarise the lesson.
singing and
clapping to
warm-up
the body
for
maximal
NANA FIIFI ACQUAH
performan
ce and to
prevent
injuries

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : God, His Creation and Attributes Sub-strand : The Environment

Indicator (code) B5.1.2.1.2

Content standard (code) B5.1.2.1.
Performance Indicator Learners can demonstrate ways to care for the environment.

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

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage • Let learners discuss and write down the importance of What have we learnt
learners to caring for the environment: it helps to improve climatic today?
sing songs conditions such as adequate rainfall, balanced
and recite temperature on earth, etc. Ask learners to
familiar • Let learners present their work in class for summarize the main
rhymes appreciation and discussion points in the lesson

Assessment: let learners write down the importance of

caring for the environment:

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: Computing CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Internet and social media Sub-strand : electronic email

Indicator (code) B5.6.7.1.1. B5.6.7.1.2

Content standard (code) B5.6.7.1. B5.6.7.1.
Performance Indicator  Learners can identify the various e-mail service providers
 Learners can demonstrate the use of internet e-mail addresses.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to explore on the various email service What have we learnt
learners to providers (email, outlook.com, icloud mail). today?
Wednesday sing songs
and recite Guide learners to start an email address. Assist learners Ask learners to
familiar to use email address summarize the main
rhymes points in the lesson
Assessment: Let learners describe the use of internet e-
mail addresses

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Visual Arts Performing Arts Sub-strand : Appreciating and Appraising

Indicator (code) B5 1.4.6.2 B5 2.4.6.2

Content standard (code) B5 1.4.6. B5 2.4.6.
Performance Indicator  Learners can Develop guidelines for appreciating and appraising own and
others’ visual artworks that reflect the physical and social environments of
some communities in Africa
 Learners can Develop guidelines for appreciating and appraising own and
others’ performing artworks that reflect the physical and social
environment of some communities in Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to discuss and accept a guide for appreciating and today?
sing songs appraising own and/or others’ visual artworks based on
and recite the guidelines suggested below; Ask learners to
familiar identify the correct vocabulary to use for appreciating summarize the main
rhymes and appraising artworks; points in the lesson
NANA FIIFI ACQUAH
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;
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 (paper, pencil, clay, wood), size of the
work, number of 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.

Assessment: let learners write guidelines for

appreciating and appraising own and others’ visual
artworks
Wednesday Engage Learners are to: What have we learnt
learners to discuss and accept a guide for analysing and today?
sing songs appreciating/appraising own and/or others’
and recite compositions and performances on the guide guidelines Ask learners to
familiar suggested below; summarize the main
rhymes identify the correct vocabulary to use for appreciating points in the lesson
and appraising music, dance and drama;
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;
fix a day/date for the appreciation/appraisal/jury

Suggested guidelines
Music: theme, voice production and diction, harmony
and blending of parts, interpretation, the elements and
knowledge of music.
NANA FIIFI ACQUAH
Dance: theme, entrance/exit, movement variation,
gestures, creativity, makeup, movement in relation to
singing and drumming, costume, props, energy, stage
use, stage setting and dynamics.
Drama: characterisation, makeup, gestures, voice
projection, diction, use of space, aesthetics, creativity.

Assessment: let learners writ guidelines for

appreciating and appraising own and others’
performing artworks

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NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Extensive Reading Sub-strand : Read Aloud with Children

Indicator (code) B5.6.2.1.1 B5.6.2.1.2
Content standard (code) B5.6.2.1. B5.6.2.1.
Performance Indicator  Learners should read aloud passages with correct pronunciation and tone.
 Learners should demonstrate correct speech, rhythm and tone
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Read a passage of about seven paragraphs aloud to What have we learnt
leaners to learners. today?
sing songs • Lead learners to read aloud passages with correct
and recite pronunciation and intonation
familiar Review the lesson with
rhymes learners
Assessment: let learners read aloud passages with
correct pronunciation and tone.
NANA FIIFI ACQUAH
Engage • Demonstrate correct speech, rhythm and tone. What have we learnt
leaners to • Lead learners to demonstrate correct speech, rhythm today?
sing songs and tone
and recite
familiar Assessment: let learners read aloud passages with Review the lesson with
rhymes learners
correct pronunciation and tone.

Engage • Demonstrate correct speech, rhythm and tone. What have we learnt
leaners to • Lead learners to demonstrate correct speech, rhythm today?
sing songs and tone
and recite
familiar Assessment: let learners read aloud passages with
rhymes
correct pronunciation and tone.
Review the lesson with
learners

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………